Methodology for the Construction of Learning (MEPCA) in Trigonometry in secondary education

Abstract

The article addresses the relevance of the cross-cutting axis of Information and Communication Technology (ICT) and the use of didactic materials in the teaching of Trigonometry. The study sought to validate a didactic proposal that uses ICT and didactic materials to strengthen creative, entrepreneurial and innovative skills, aligned with the achievement indicators and grade level competencies of the Ministry of Education MINED. The qualitative approach of the study allowed gathering and analyzing information on learning challenges and experiences during the research and pedagogical intervention. Techniques such as observation, interviews and tests were used with 15 students and 01 mathematics teacher. The implementation of ICT and didactic materials proved to be key in the approach to the three Trigonometry units, facilitating contextual, creative and meaningful learning. Participants developed skills to solve contextual problems, use educational technology and awaken interest in Mathematics. A Methodology for the Construction of Learning (MEPCA) is proposed, curricularly supported and validated by specialists and curriculum planning analysts. This proposal highlights the role of the teacher as facilitator, projecting new methodological practices and coherent instruments in the classroom.