EDUARDO CAMACHO GAMBA EDUCATIONAL INSTITUTION

CURITI
MATH AREA
PEDAGOGICAL PROJECT

Index

Pg.
INTRODUCTION………………………………………………. 3
1. IDENTIFICATION……………………………………………
3
2. PROBLEM……………………………………………… 3
2.1. Problem Description………………………………. 3
2.2. Problem statement……………………………. 4
3. JUSTIFICATION…………………………………………….. 4
4. OBJECTIVES…………………………………………………. 4
4.1 General objective………………………………………….. 4
4.2 Specific objectives…………………………………… 4
5. LEGAL FRAMEWORK……………………………………………... 5
6. CONCEPTUAL FRAMEWORK…………………………………….. 6
7 METHODOLOGY……………………………………….. 6
8. ACTION PLAN………………………………………….
9
10. RESOURCES……………………………………………….. 10
11. AWARDS……………………………………………….. 10
12. BIBLIOGRAPHY……………………………………………… 10

INTRODUCTION
The team of teachers in the area of Mathematics from both the Primary and Secondary Schools and
the Vocational Secondary Schools of the Eduardo Camacho Gamba School in Curití, in an effort to
provide better quality in the teaching of mathematics and supported by the resources that allow the
development of logical mathematical thinking skills and that generate continuous improvement in
the development of the students' capacity to solve theoretical and practical situations in their daily
context, will implement a pedagogical project in the area with strategies that will dynamize the
integrative teaching-learning process and its subsequent applicability to real situations. An attempt
is also made, through various means, to make students perceive the taste, the aesthetic feeling and
the playful pleasure that mathematics is capable of providing, in order to involve them in it in a more
integrated way.
1. IDENTIFICATION
Project name: ¨MATHEMATICAL CHALLENGE¨
Execution time: During the four class periods
Area coordinated: Mathematics
Benefited population:
Students from 1st to 11th grade from all campuses of the educational institution
Teachers
Parents
2. PROBLEM
2.1 Problem Description
The model of students who are receptive, passive and repeaters of well-crafted phrases has been
re-evaluated in recent years, to give way to educational approaches where the focus is on the
student, not as an empty element, full of concepts, but as an active subject appropriate to
knowledge and based on a critical reflection of what he or she learns, and the teacher as a guide
and facilitator of continuous and comprehensive processes.
It is necessary to complement the pedagogical practices used and resort to methodologies that take
into account the student as part of a community and a specific context with specific knowledge and
the capacity for analysis and research. To do this, it is necessary to follow paths that allow
knowledge of mathematics to be meaningful and that involve quantitative reasoning as part of the
process.
From the area of mathematics, it has been possible to observe the degree of difficulty that most
students have in finding the relationship between the topics worked on in class and what they
experience daily; they are not able to establish the essence and importance of knowledge.

2.2 Problem statement

How can we get students from first to eleventh grade at the EDUARDO CAMACHO GAMBA
Educational Institution in Curití to "develop quantitative and logical-mathematical thinking and
reasoning skills in their everyday context?

3. JUSTIFICATION
"Every human being has a unique combination of intelligence. This is the fundamental educational
challenge. We can ignore these differences and assume that all our minds are the same. Or we can
take the differences between them”
Howard Gardner

All children and young people at any level of education learn mathematics through concrete actions
that allow them to solve a problematic situation. These actions have a clear purpose if we start from
the fact that mathematical knowledge is a basic tool for understanding and managing the reality in
which we live.

Training in mathematical sciences means contributing to the development of citizens capable of

reasoning, debating, producing, living together and maximizing their creative potential.
Many of the daily challenges of our lives are solved with simple mental processes, which is why
we must use teaching tools to the maximum to help create imagination and allow students to
develop their own ideas, which in turn largely depend on the development of logical-mathematical
competence.

Perhaps this is not understood but it is perceived in the speed with which we solve simple issues.
We also often wonder what the math we learned in school has been useful for. Likewise, we have
external evaluators, who are responsible for providing a detailed assessment of the educational
quality provided in each institution, whether public or private, and contributing to the high student
demand.
The educational project "Mathematical Challenge" will be the opportunity to respond to many of
these concerns.
 4. OBJECTIVES
4.1 GENERAL OBJECTIVE
Provide tools that allow students from first to eleventh grade to develop logical-mathematical
thinking skills, providing solutions to the different situations that are proposed to them.

4.2 SPECIFIC OBJECTIVES

Challenge students to think for themselves.
Involve all students of the institution in the different activities of the project.
Promote meaningful learning in our students by strengthening different thinking processes.
Carry out fun-mathematical activities that help reduce students' apathy towards mathematics.
Solve problem situations that allow students to strengthen their logical, spatial, metric, numerical,
and random thinking skills.
Develop playful-mathematical activities that allow students to strengthen their interpretive,
argumentative and propositional skills
that students improve their disposition and ability to work as a team.
5. LEGAL FRAMEWORK
For the good of education there are norms that legalize renewal processes, and for this project we
rely on the political constitution and the general education law (law 115 of 1994) in:
Article 23: Mandatory and fundamental areas
In order to achieve the objectives of basic education, mandatory and fundamental areas of
knowledge and training were established, which must necessarily be offered in accordance with the
curriculum and the institutional educational project.
The groups of compulsory and fundamental areas that will comprise a minimum of 80% of the study
plan are the following:
 Natural sciences and environmental education
 Citizenship skills
 Mathematics
 Castilian language
Article 20: General objectives of basic education (paragraph c)
C. Expand and deepen logical and analytical reasoning for the interpretation and solution of
problems in science, technology and everyday life.
Article 22: Specific objectives of basic education in the secondary cycle, paragraph c
The development of the capacities for logical reasoning, through the mastery of numerical,
geometric, metric, logical analytical systems of sets, operations and relations, as well as for their
use in the interpretation and solution of problems of science, technology and those of daily life.

Amendment to Law 1324 of 2009 of December 2013 ICFES (2013). Conceptual basis of the
Quantitative Reasoning test
Distinguish in the Mathematics test between what is generic (quantitative reasoning) and what is
not, and produce two results: one of Reasoning
Quantitative derived from the evaluation of generic contents exclusively, and one of
Mathematics, derived from the entire assessment (generic and non-generic content)
6. Conceptual framework
Broadly speaking, this conceptual framework aims to establish the relationship between the
curricular guidelines, competencies and standards in the area of mathematics with the topics or
notions of mathematical knowledge and how the tests of the mathematical challenge will be
articulated, using the mathematical challenge as a means since the north is defined by
mathematical knowledge with its conceptual and procedural components,
6.1 Curricular guidelines
According to the MEN Curricular Guidelines, the priority objectives in mathematics education are
the following:
1) develop the student's thinking ability, allowing him to determine facts, establish relationships,
deduce consequences and ultimately,
Enhance your reasoning and your capacity for action.
2) promote the expression, elaboration and appreciation of patterns and regularities, as well as their
combination to obtain effectiveness or beauty.
3) Ensuring that each student participates in the construction of their mathematical knowledge.
6.2. Problem formulation and resolution approach
That is to say, school mathematics must promote the development of mathematical thinking,
enabling students to face real situations that allow them to mathematize reality. This approach
involves addressing a problem formulation and resolution approach as the guiding axis of all
pedagogical activity and as the central axis of a curriculum in the area of mathematics.

6.3 THE TAMGRAM

It is a very old Chinese game called "ChiChiao Pan" which means "game of the seven elements or
table of wisdom. The pedagogical project MATHEMATICAL CHALLENGE will implement the
tangram as a learning strategy for the development and improvement of basic cognitive processes
such as spatial orientation, spatial structure, attention, memory, logical reasoning, perception and
concentration in students.

6.4 SUDOKU
Sudoku is a mathematical puzzle. Sudoku is a game that is solved based on logical reasoning and not by
mathematical operations.

"At first, many people see Sudoku and think it has to do with mathematics and that produces a certain
resistance to the game. But then people learn to enjoy it and, as a result, their attitude towards mathematics
improves as well. This happens among adults and also among children all over the world," he adds.

Sudoku teaches people to develop strategies to solve problems embedded in a context. "To solve a Sudoku
one has to work with background and projections and one can never assume anything. "Every choice must be
the best possible alternative: no more, no less," he emphasizes.

Mathematics explains that the trick to solving one of these games is to have patience, certain logical skills, and
a lot of perseverance. There are different levels of difficulty

"You have to keep in mind the numbers that have already been put in place and at the same time make
probability projections. "You have to get out of the small boxes from time to time and return to them with more
data."

6.5 THE PUZZLES

They were invited in 1762 and a century later they began to be used in series, they vary in theme
and size, ranging from 15 to 12,000 pieces.
With puzzles you can promote various skills such as perception, spatial location, and also develop
the ability to solve problems. It tests your agility and logic, works on analysis to develop the
assembly strategy, develops attention and concentration. And if it is in teams, it is also enriching,
since not only are the previous skills favored, but also teamwork is achieved.
6.6 HOBBIES, GAMES AND RIDDLES
Logic and ingenuity games and hobbies help exercise the mind in a fun way
Playing is one of the most entertaining ways to exercise the mind and improve our abilities, since
through it we practice skills such as logic, dexterity and ingenuity without even realizing it. Through
mental games where you learn and also make mistakes, concentration, memory, understanding
and perseverance are stimulated. Skills that can later help any student to successfully face the
learning of all the curricular subjects.
6.7 LOGICAL THINKING.
It is a type of formal intelligence according to the classification of Howard Gardner, creator of the
theory of multiple intelligences. This intelligence is commonly manifested when working with
abstract concepts or complex arguments.

Ability to solve logic and mathematics problems. It is fundamental in scientists and philosophers. By
using this type of intelligence, the logical hemisphere is used. It was the predominant one in the old
unitary conception of "intelligence".

People who have a high level of this type of intelligence have sensitivity to make diagrams and
logical relationships, statements and propositions, functions and other related abstractions. An
example of an intellectual exercise related to this intelligence is solving tests that measure the
intelligence quotient.

It also refers to high numerical reasoning, the ability to solve, understand and formulate arithmetic
elements, generally in problem solving.

6.8 QUANTITATIVE REASONING.

It is the development of competencies related to the skills in understanding basic concepts of
mathematics to analyze, model and solve problems by applying quantitative methods and
procedures based on the properties of numbers and mathematical operations, processes related to:

1. Interpretation Involves understanding pieces of information, as well as generating diverse

representations. There are performances such as:
Understand and manipulate information presented in different formats. Recognize and obtain
pieces of information from different representations. Compare different ways of representing the
same information. Relate the available data to its meaning or significance within the information.
2. Design and execution Involves processes related to the identification of the problem and the
construction and proposal of appropriate strategies for its solution in the situation presented; in
addition to modeling and the use of quantitative tools (arithmetic, metric, geometric, elementary
algebraic, and probability and statistics). Evaluates performances such as: Proposing appropriate
processes and strategies to deal with a situation. Selecting relevant information and establishing
relationships between variables in the solution (analysis) of a problem.
Design plans, strategies and alternatives for problem solving. Use quantitative tools to solve
problems.

7. METHODOLOGY

Teaching methods should be designed to challenge students to think mathematically and develop their
arithmetic and calculation skills through common sense. That is why the idea is to help students learn
mathematics from all possible angles.
And assuming that all students are capable of learning mathematics if an appropriate methodology
different from the traditional one is used. In EntusiasMAT, UCMAS, ALOHA or Kumon we can find
some of the modern methodologies proposed to teach mathematics. Its success is based on
working on the concepts and problems step by step, relying on natural progress and not forgetting
to encourage motivation and interest in the numerical area.
 The operational phase of the work and the resources used in this unit are as follows:
 Raising the need for work to students.
 Explanation of the work by the teacher with intervention and participation of the students.
 Guidance and direction of students' work individually or in teams
 Coordinate the different rhythms of work and knowledge acquisition.
 Explain to students that mistakes are a powerful source of learning.
 Explain the evaluation process and instruments.
 Development of activities scheduled per period, with periodic evaluations to make the respective
reinforcements.
 The results of each activity will be discussed and corrected in class.
 At the end of the period, participants will be chosen for the final challenge.

8. ACTION PLAN
8.1 ACTIVITIES BY PERIOD
PERIOD TIME ACTIVITIES RESPONSIBLE PARTIES
first Throughout the
 Assemble figures with Members of the
period
models according to the mathematics and sciences
level area
 Create human figures, Each teacher who teaches
animals and objects the area
second Throughout the
 Solve sudokus of different Coordinators
period
difficulty levels depending Rector
on the grade
third Throughout the
 Exercises Abstract and
period
verbal quantitative
reasoning
 Logic exercises
room One day. Date Grand Finale of the Math
agreed with the
rector Challenge

8.2 Levels
Headquarters PLACE DEGREES LEVEL
Headquar Grades 1 Level 1
B E F G H I J K LM N ters Grades 2nd 3rd Level 2
Court A Grades 4th 5th Level 3
(A) MORNING AND Headquar Grades 6th 7th Level 1
AFTERNOON ters Grades 8th 9th Level 2
Court A Grades 10th 11th Level 2

8.3 FINAL CHALLENGE ACTIVITY FORMAT

NO ACTIVITY Activity RESOURCES
 1 Raising the flag
2 Riddle
3 Ball game (ball over, bridge
under) - balloon game (popping
balloons)
4 Tangram
5 Bomb game (sandwich) Ball
game (bridge over)
6 Logic game with matches
7 Watering can glass game
8 Magic square
9 necklaces
10 Puzzle
11 Lemon game
12 Sudoku
13 Eat chitos
14 Analogies
15 Origami
16 Dice
17 sacks
18 Quantitative reasoning

9. RESOURCES
A letter will be sent to the board of directors, requesting approval, to ask each
student to contribute to purchase the materials for the development of the final
challenge and the awards, or to hold a raffle to collect the resources.
10. AWARDS
 In each period, different aspects will be evaluated and a grade in mathematics will be assigned to the
student for their participation in this project.
 In the final challenge, the winner of each level will be awarded with a math teaching material

LITERATURE

[1] http://www.icfesinteractivo.gov.co Competency Tests

[2] cmap.upb.edu.co/.../PROYECTO .20PEDAGOGICO-TIC-MATEMATICAS.doc introduction to the
pedagogical project.
[3] www.colombiaaprende.edu.co: Portal of the Ministry of National Education of Colombia. Aimed
at teachers, managers, students, parents and researchers. It offers educational experiences and
projects in all areas to improve the quality of education.
[4] Ministry of National Education. Common Core Mathematics Standards. 2003. Article: Basic
Education Evaluation Program. Saber Tests. Language and Mathematics. Grades 3, 5, 7 and 9.
ICFES)
[5] Law 115 of February 8, 1994
[6] Alignment of the Saber 11 exam Bogotá, DC, December 2013
http://www.icfes.gov.co/examenes/component/docman/doc_view/775-alineacion-
del-examen-saber-11?Itemid=