Challenges in the teaching of geometry at the higher level through a competency-based approach

Abstract

The objective of this article is to identify the challenges that arise when implementing a competency-based approach in the teaching of Geometry at the higher level, and thus determine strategies and solutions that promote effective, dynamic, coherent and meaningful learning in components through a review of the mathematics curriculum document of the Geometry disciplinary axis and strategies applied by teachers. The approach of this research is mixed and descriptive, cross-sectional, because the difficulties faced in the classroom are studied by interpreting the educational reality. An interview was applied to 4 teachers and a survey to 21 students of UNAN-Managua, CUR-Estelí. The results allowed enhancing knowledge construction processes in Geometry, to train future mathematicians with a critical, reflective and logical sense, as well as strengthening the teacher's pedagogical practice, considering that Geometry requires logical and deductive thinking. Conclusion: although geometry is of vital importance in secondary education, there are still many challenges to overcome, such as time for the implementation of technological resources and playful activities in the effective learning of geometry.