Competence-based methodology for learning mathematics

Abstract

This article describes the research, whose purpose is to obtain value judgments for the design and implementation of a methodology based on Competencies for Learning Mathematics. The work was carried out under the interpretive paradigm, a mixed method with a qualitative predominance. There was a sample of 75 students, 6 teachers and a career coordinator from the National University of Nicaragua. The tools for data collection were: interviews with teachers and academic authorities, semi-structured questionnaires and focus groups for students, classroom observation guides, and document review. The conclusion of this work is that teachers use technological resources empirically, with a basic level of use. The study allowed the elaboration and implementation of a methodology, which has been very useful in teaching, with good results both in academic performance and in the knowledge, abilities and skills acquired by the students.