Aprendizaje basado en problemas como estrategia didáctica en la enseñanza de funciones exponenciales y logarítmicas.

Abstract

Rationale: Due to the presence of a low academic performance, memorization and execution of algorithms taught by mathematics teachers, it leads to students not developing logical reasoning and not being able to relate problems with the environment aspects. Objective: The objective of this article is to determine if the problem-based learning methodological strategy for teaching the mathematics chapter "Exponential and Logarithmic Functions" is related to academic performance in Mathematics. Methodology: The research is quasi-experimental, with a descriptive and relational scope; We worked with 289 students from the third years of high school in a public educational institution in Ibarra, Imbabura province (Ecuador), with the chapter of Mathematics subject: Exponential and Logarithmic Functions, in the year 2021; a test was applied to them in order to measure their academic performance and determine differences. Results: The results obtained in this research demonstrate the existence of a significant difference in their academic performance in a positive sense as a consequence of the applied methodology. Conclusion: With 95% confidence, it has been determined that students who have worked with the Problem-Based Learning methodological strategy tend to improve their academic performance in mathematics.