Usefulness of Didactic Strategies in Teaching High School Mathematics

Abstract

The lack of implementation of the strategies by the teacher in the classroom is reflected in the poor performance of the students, which discourages them, losing interest in learning Mathematics. Demotivation is one of the main problems presented in the teaching-learning process of Mathematics. This led us to carry out this research with the purpose of showing the usefulness of the application by the teacher of the didactic strategies, so that the students are motivated in the learning of high school mathematics. In this research, two groups of the Mathematics III course, at Baccalaureate level, were considered, one where the teacher uses teaching-learning strategies and another where he does not apply some teaching-learning strategy. A questionnaire was applied to both groups, at the end of the course, to detect the usefulness of the application of didactic strategies. The results are presented in two tables. The results are compared and for last it is concluded that the didactic strategies in the classroom are useful to motivate the students in the learning of the Mathematics of High School and consequently they allow to avoid the high rates of reprobation and the desertion in this subject.