Context And ICT as a Strategy to Improve the Teaching-learning Process of Mathematics in Sixth Grade Students

Abstract

This research called the context and ICT as a strategy to improve the teaching-learning process of mathematics in the sixth grade students of the Bilingual Institution Andrés Bello of Istmina - Choco, had as objective To design a strategy that articulates the context and the technological tools ICT in the teaching-learning process of mathematics in the sixth grade students of the Bilingual Institution Andrés Bello of Istmina - Choco. For the conduction of this research we rely on the scientific method using the Dialectical Method proposed by Hegel, which puts its attention on the development of ideas and on the intelligence with which the contradiction of the dialectic is answered and as means of Documentary Review. It allows selecting the pertinent bibliography for the development of each chapter; for example, for the historical, theoretical and investigative trends with the conceptual systematization; the historical analysis and its antecedents; the theoretical, investigative and current study and the theoretical bases in the teaching-learning of mathematics in terms of the articulation of the context and the technological tools (ICT) and different theoretical and empirical methods were used that facilitate the process and the collection of information, among which are: historical-tendential, historical-logical, analytical-synthetic, inductive-deductive, observation, interview and survey, statistical and modeling, allowing to obtain as a result, a didactic strategy that contributes to the improvement of the Teaching-Learning process of mathematics, which provides sufficient elements and tools for the mobility of knowledge in all its contexts.