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The objective of this research is to develop a methodological strategy to improve mathematical calculation skills in students in the sixth year of General Basic Education. It is proposed to design and implement an innovative pedagogical approach adapted to the individual needs of the group of students under study. The methodological strategy will be based on participatory, practical and contextualized teaching methods, in order to promote a deep and meaningful understanding of mathematical concepts. To achieve this objective, an experimental development study will be carried out, in which the proposed methodological strategy will be designed, implemented and evaluated. A mixed methodology will be used that will combine quantitative and qualitative methods to collect data on the impact of the strategy on the development of students' mathematical calculation skills. Assessment instruments specifically designed to measure student progress in key areas of mathematical calculation will be used. The results are a significant improvement in the academic performance of students in mathematics, as well as an increase in their confidence and motivation towards learning in this area. It was evident that the methodological strategy developed serves as an effective and replicable model for other educational contexts, thus contributing to the strengthening of educational quality in the development of mathematical calculation skills in students in the sixth year of General Basic Education. The research provided practical and effective tools to improve the teaching and learning process of mathematics, with the aim of enhancing the academic success and comprehensive development of students. [ABSTRACT FROM AUTHOR]

The present research focuses on the development of a methodological strategy to raise the academic performance of eighth-year students of Basic General Education in the area of mathematics. Using a multidisciplinary approach, the strategy seeks to identify and address the underlying causes of poor performance in this key area, incorporating innovative teaching methods, appropriate educational resources and individualized support for students. A mixed-type development study is implemented with a single-group experimental design. Data from pre-assessments and feedback from educators were used to continually inform and adjust the strategy. An evaluation was applied using expert criteria to determine the relevance of the proposed strategy. A pre-experiment was carried out to evaluate the effectiveness of the strategy in terms of improvements in students' academic performance. From the analysis of the results obtained before and after the implementation of the strategy, it was possible to verify the significant contribution to the improvement of mathematics performance among eighth grade students, providing a solid basis for future educational interventions in this critical area. [ABSTRACT FROM AUTHOR]

The present research describes the implementation of a methodological evaluation strategy designed to enhance meaningful learning in fifth-year students of Basic General Education (BGE). The research focuses on the development and implementation of this strategy, with the aim of promoting deeper and more meaningful learning in students, beyond mere memorization of information. It examines how this methodological evaluation strategy can facilitate the connection of curricular content with students’ prior experiences, individual interests, and learning needs, thereby creating a more stimulating and motivating educational environment. Additionally, the effects of this strategy on critical thinking, problem-solving, and the ability to transfer knowledge to new situations are analyzed. The research is conducted through a mixedmethods approach, utilizing methods such as participant observation, teacher interviews, and analysis of curricular and evaluation documents. A pre-experimental design is employed to demonstrate the correlation between the development of the methodological evaluation strategy and its impact on meaningful learning in fifth-year BGE students through an interdisciplinary project. The results show increased motivation and engagement among students, as well as a deeper and more lasting understanding of the concepts learned. This study has significant implications for teaching practice and the design of formative evaluation strategies that promote more meaningful and relevant learning for fifth-year BGE students. [ABSTRACT FROM AUTHOR]

The research titled "Bono's Six Hats Methodological Strategy for the Development of Reflective Thinking in High School Students" explores the application of this innovative strategy in the educational context. The importance of this research lies in its potential to improve critical and reflective thinking skills in students, preparing them to face academic and real-life challenges effectively. The main objective of the research was to evaluate the applicability and effectiveness of the Six Bonus Hats in the development of reflective thinking among high school students. The methodology used included surveys and data analysis on the perception and impact of each hat on the learning process. The results indicated a high applicability and effectiveness of the White, Black and Blue hats, with higher applicability percentages than the other hats, respectively. These results underscore the importance of approaching information objectively, assessing risks, and structuring thinking. The green and red hats, although less prominent, also showed significant acceptance, highlighting the relevance of creativity and intuition in learning. The most important conclusion of the research is that the Six Bonus Hats strategy is a valuable tool for developing reflective thinking in students, improving not only their academic skills, but also their ability to make informed decisions and confront complex problems. Implementing these strategies in the classroom can transform the educational process, fostering a generation of students who are more critical, creative, and prepared for future challenges. [ABSTRACT FROM AUTHOR]

The improvement of mental calculation skills in sixth-grade students of basic general education (EGB) is a pressing need given the importance of these competencies in the academic and everyday environment. This study addresses this problem through the implementation and evaluation of a methodological strategy designed to enhance these skills. The main objective is to investigate the impact of this intervention on the development of mental arithmetic skills. The sample consisted of two groups: an experimental and a control group at the Basic Fiscal school Humberto García Ortiz during the period 2023-2024. The strategy was implemented over a defined period of time, using a variety of practical activities, including project-based learning sessions, collaborative learning, gamification and problem solving. Pre-test and post-tests were used to assess student progress, as well as Student's t-test to compare differences between groups. The results revealed significant improvements in mental calculation accuracy and speed in the experimental group compared to the control group. These findings suggest that the methodological strategy implemented was effective in improving mental arithmetic skills in sixth-grade students. [ABSTRACT FROM AUTHOR]

Project Based Learning (PBL) offers students the opportunity to develop practical and cognitive skills while addressing real challenges. The objective of this research is to develop a methodological strategy as an effective way for environmental education in children in the seventh year of Basic General Education (EGB) through the implementation of Project Based Learning. A diagnosis of existing practices in environmental education and PBL was carried out. The design of the methodological strategy is governed by the principles of PBL with the objectives of environmental education. The methodological strategy was structured around the identification of relevant and significant environmental topics for students, the planning and execution of interdisciplinary environmental projects, and the formative and shared evaluation of the results obtained. The active participation of students was promoted in all stages of the learning process, encouraging collaborative work, critical reflection and transformative action. The strategy was implemented in the Francisco Febres Cordero Educational Unit in order to evaluate its effectiveness and make necessary adjustments. Qualitative and quantitative data were collected through observations and surveys to analyze the impact of PBL on the environmental education of seventh-year EGB children. The results of the research demonstrated that the methodological strategy developed was effective in promoting meaningful learning and environmental awareness in students. Improvements were observed in the understanding of environmental concepts, the development of practical and socio-emotional skills, and the children's active engagement in environmental conservation and protection. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Currently, educational processes are challenged by their joint transformation with technological and social development. Teachers must be able to incorporate new technologies into the teaching-learning process and be trained in the use and utilization of Digital Educational Resources (DER). The quality design of these DER is attractive for the student and advantageous for the teacher when it comes to transmitting knowledge. Its correct use has a direct impact on the motivation and development of students' skills. Taking into account the advantages offered by strategies to relate components and provide feedback, a methodological strategy is proposed for the design and use of DER in the discipline of Cuban History. It starts from a general objective from which two axes are derived: the theoretical-conceptual one that includes the principles and foundations and the operational axis that contains three objective stages. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present research focuses on the process of universalization of higher education, and in particular, on the process of preparation of part-time teachers. Hence, trend studies have shown that the methodological work in the preparation of subjects has expressed some deficiencies in its design, orientation and evaluation of activities that favor its establishment, seen this in the quality of teachers' preparation and the use of methods, procedures and specific teaching means for the work with the subject. A diagnostic study was carried out with the application of different methods and techniques of educational research to characterize the current situation of the problem in the object of research, which made it possible to confirm that the current process of preparation of part-time teachers of the Agronomy career still presents limitations that hinder the effective achievement of the agroecological preparation of these teachers. Therefore, the objective is to design a preparation strategy for part-time teachers working in this career in conditions of universalization for professional growth and its materialization in the pedagogical practice. Its feasibility was corroborated from its implementation and the authors' experience in practice. An evaluation of the results obtained is then presented, which surpass those of the initial diagnosis, evidencing a leap forward. [ABSTRACT FROM AUTHOR]

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Education requires the participation and organization of teachers who acquire professional training based on the scientific knowledge they possess and then apply in their educational work. The objective was to design a methodological strategy to strengthen teachers' collaborative work. The research is non-experimental, descriptive and with a mixed approach. Theoretical, empirical and mathematical or statistical methods were used to bring the researchers closer to the problem and to gather primary information about the object of analysis. The proposal is based on the activity theory and the instrument elaborated and applied to teachers was validated by means of Cronbach's Alpha technique, resulting in a value of 0.897. Subsequently, the system of activities was submitted for consultation to specialists with wide experience and belonging to highly prestigious higher education institutions. An ANOCHI concordance coefficient was applied to the results, with a value of 0.83, which is considered high. [ABSTRACT FROM AUTHOR]

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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The purpose of the present study is to know the different positions that exist in relation to the pedagogical models and their relation with the curriculum, starting from the orientation of the teaching and learning process carried out by the educators in the educational institutions. The pedagogical models are the guidelines that lead the teacher and allow their action within the educational practice, based on an established pattern and seeking the strengthening of knowledge that is sustained under a specific focus. The classroom reality compared to the perception of quality education, allows to recognize an influential but negative factor, the low level in the application of the curriculum by the teacher, due to the lack of information and minimal competences on the main strategies that are required for the implementation of the pedagogical model adopted by the institution. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación (18133363) is the property of Universidad Femenina del Sagrado Corazon and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Focusing pedagogical process in the students, which is extraordinarily necessary and complex, is allow due to the change of the organizing culture in the Cuban University that implies the new curricular conception of the professionals in the Municipal University Offices. Changing pedagogical training is not fulfilled if the change does not support the objective of achieving a higher quality and efficiency in the pedagogical process. Development of a teaching- methodological strategy is required, which should be applied through out the advance of the process. [ABSTRACT FROM AUTHOR]

In the face of the current degradation of the environment, the challenge is for individuals and institutions to act in a sustainable way. We urgently need to acquire ecological knowledge and behaviour that will allow us to develop without growing beyond our limits; therefore, an effective relationship between sustainability and education is one of the most urgent and necessary challenges. Conscious of this, we present an educational proposal-Environmental and intercultural education for sustainable development that introduces sustainable management in the curriculum and lets us cover the distance between theory and practice, preparing students to make decisions adapted to sustainability. [ABSTRACT FROM AUTHOR]

A guide, made according to the constructive approach to the contents of Differential Calculus, was used in mass theoretical classes of Mathematics I, a first year subject of the School of Science, in order to overcome the traditional class model. The chosen model of learning was based on structural cognitive theories. The guide was created in order to provide a more interactive strategy, so as to be completed with students' reflections. The chosen activities aimed to stimulate the problems, the formulation of hypotheses and the connection among contents in order to achieve significant learning. A survey performed by students was analyzed for the evaluation of the experience. As a conclusion, most of the students would be in favor of the application of the new methodology on the whole subject. [ABSTRACT FROM AUTHOR]