Teaching-learning Mathematics in ninth grade: A didactic guide based on the heuristic method

Abstract

Mathematics leads students to perceive it as complicated, resulting in memorisation without understanding and a gradual forgetting due to lack of analysis. The objective was to analyse the relationship of a didactic guide of the heuristic method in the teaching-learning of mathematics. The pre-experimental experimental design was applied with pre-test and post-test in a single group. An exploratory-descriptive-correlational level, a mixed approach (qualitative-quantitative) and bibliographic-documentary, field and experimental modalities were adopted. Non-probabilistic purposive sampling was used with nine students and one teacher from the ninth grade of a rural public educational unit. A semi-structured interview, input-output tests and observations with checklists were used. Correlation coefficient, normality test and Wilcoxon non-parametric test for related samples were used for statistical analysis. Means increased significantly from 2.48/10 (pre-test) to 7.73/10 (post-test), with an increase of more than 5 points. The checklist showed greater acceptance of the Mason-Burton-Stacey model. The analysis revealed a strong correlation between the variables (r=0.75). The normality test did not show a normal distribution and the Wilcoxon non-parametric test rejected the null hypothesis (p=.008). The didactic guide significantly improved academic performance by fostering understanding and interest in mathematics.