Ability to solve mathematical problems and their relationship with teaching strategies in students of the first grade of secondary school

Abstract

The teaching strategies should mean for the teacher the most important bases in the development of the potentialities of their students, so the objective of this study is to determine if the student perceives the teaching strategies that teachers currently apply in the area of mathematics and how it relates to the ability they generate for problem solving. This is a research with a quantitative approach, descriptive and correlational type, applied in first grade students of secondary education in Peru, for the 2018 school year. Being the sample non-probabilistic and intentional conformed by 60 students enrolled in sections A and B, to whom two instruments were applied, a questionnaire on the perception of teaching strategies and a test of mathematical problems aimed at 1st grade of secondary school. It was possible to determine a significant positive and low association between the perception of teaching strategies by the students and their ability to solve mathematical problems with a p-value of 0.016, less than the alpha of 0.05.