Implementación de aprendizaje basado en problemas como estrategia didáctica para la enseñanza de funciones Polinomiales a estudiantes de primer año de bachillerato

Abstract

This study addresses the problem of poor understanding of polynomial functions among first-year students of the Unified General Baccalaureate at the "Ciudad de Balzar" Educational Unit, a widespread difficulty in the Ecuadorian educational system due to the predominance of traditional methods and the lack of connection between theory and practice. The research proposes the implementation of Problem-Based Learning (PBL) as a teaching strategy that promotes active participation, critical reasoning, and the application of mathematics in real-life contexts, with the aim of transforming teaching into a more meaningful and motivating process. The objectives focused on diagnosing the main conceptual difficulties, designing a PBL-based teaching proposal, implementing it in the classroom, and evaluating its impact on student learning and perception. A mixed-method approach with a quasi-experimental design was used, applying surveys, observation guides, performance tests, and analytical rubrics. The study involved two parallel groups: an experimental group that applied PBL, and a control group that continued with the traditional methodology. This allowed for a comparison of the results of both teaching experiences. The findings reveal a significant improvement in the experimental group's conceptual understanding and academic performance, along with a notable increase in motivation and participation. Students demonstrated a greater ability to solve contextualized problems and a more positive attitude toward mathematics. In conclusion, the study confirms that the implementation of PBL promotes active learning, strengthens autonomy and collaboration, and is emerging as an effective and viable strategy for teaching polynomial functions in the Ecuadorian context. Keywords: Implementation, Problem-based learning, Teaching strategy, Teaching, Polynomial functions.