PROBLEM TREE

EFFECTS OR CONSEQUENCES
STUDENTS LOW LEVELS OF STUDENTS
TEACHING SESSIONS OF Neglected according to ACHIEVEMENT OF DISINTERESTED
OUT OF CONTEXT LOW LEARNING YOUR NEEDS OF LEARNINGS IN THE FOR LEARNING
AND TRADITIONAL COGNITIVE DEMAND LEARNING MATHEMATICS AREA FROM MATHEMATICS

THE PLANNING AND CURRICULAR EXECUTION OF THE MATHEMATICS AREA IN A SINGLE-TEACHER CLASSROOM
PROBLEM IT HINDERS THE LEARNING OF STUDENTS FROM I.E. Nº 11182 OF THE HUMAN SETTLEMENT
TORIBIA CASTRO CHIRINOS FROM THE CITY OF LAMBAYEQUE

CAUSES

OUTDATED FEW REVIEW OF SCARCE INDISCIPLINE OF

TEACHER IN DIDACTICS PEDAGOGICAL TOOLS SELF-EVALUATION THE STUDENTS
FROM MATHEMATICS IN RELATED TO THE AREA OF OF PERFORMANCE IN THE CLASSROOM
UNIDOCENT CLASSROOMS MATHEMATICS IN CLASSROOMS TEACHER
UNIDOCENTS
 OBJECTIVES TREE
FINES
EMPOWERED TEACHER IN THE STUDENTS WHO
PLANNING AND EXECUTION LEARNING SESSIONS they live together in STUDENTS WHO ACHIEVE
CURRICULAR OF THE AREA OF DIFFERENTIATED ACCORDING TO THE HARMONY AND BE COMPETENCIES
MATHEMATICS ACCORDING TO THEIR
MATHEMATICS IN CLASSROOMS LEVEL OF STUDIES AND THE INTERESTED IN HIM
UNIDOCENTS ACCORDING TO THE STYLES AND RHYTHMS OF LEARNING OF THE INDIVIDUAL DIFFERENCES
COMPETENCY-BASED APPROACH LEARNING MATHEMATICS

GENERAL OBJECTIVE STRENGTHEN TEACHING CAPACITIES RELATED TO PLANNING AND

CURRICULAR EXECUTION OF THE MATHEMATICS AREA IN A SINGLE-TEACHER CLASSROOM OF IE Nº11182
DEL ASENTAMIENTO HUMANO TORIBIA CASTRO CHIRINOS DE LA CIUDAD DE LAMBAYEQUE

OBJECTIVES
SPECIFIC
MANAGE OPPORTUNITIES OF PROMOTE SELF-EDUCATION PARTICIPATE IN STRENGTHEN THE
CONTINUOUS TEACHER TRAINING IN TEACHING THROUGH REVIEW INTERNSHIPS WITH RELATIONS BETWEEN
DIDACTICS OF MATHEMATICS FOR PERMANENT OF THE TOOLS INSTITUTIONS STUDENTS FOR
SINGLE-TEACHER CLASSES PEDAGOGICAL RELATED TO THE AREA UNIDOCENTES AND A gathering
OF MATHEMATICS MULTIGRADE Harmonica
 SOLUTION ALTERNATIVES

PROBLEM CHALLENGES ALTERNATIVES FOR SOLUTION

The planning and Achieve that the teacher empowers herself with Strengthening
the of teaching capacities related to the
curricular execution of the planning and curricular execution of the curricular planning and execution of the Mathematics area in classrooms
àrea de Matemàtica en àrea de matemàtica para aulas unidocents
lecture by a single teacher makes it difficult for single teachers according to the approach by
Preparation del Plan of Strengthening the capabilities
the learning of competencies. teachers related to the planning and execution of the curriculum in the area of
students from I.E No. Mathematics in single-teacher classrooms. (PE 01.3)
11182 of planning and executing sessions of Incorporation of the actions of the Strengthening of Capacities Plan
Human settlement differentiated learning according to the level teachers related to the planning and implementation of the curriculum in the area of
Toribia Castro Chirinos of studies and the styles and rhythms of Mathematics in single-teacher classrooms, in the Annual Work Plan (PE 01.)
of the city of student learning Establishment of strategic alliances with local institutions for support
Lambayeque. with specialists in Curriculum Planning for the Mathematics area for classrooms
Getting students to interact with each other in unidocents. (PE)
Preparation of the budget for the implementation of the Plan of
harmony and are interested in it
strengthening of teaching capacities related to planning and
learning of Mathematics Curricular execution of the Mathematics area in single-teacher classrooms. (PS 04.1)
Execution of training workshops for teachers on Planning and execution
Achieve that students develop curriculum of the Mathematics area in single-teacher classrooms. (PO 02.1)
Mathematical competencies according to their Review of pedagogical tools to strengthen self-education
individual differences teacher related to the planning and execution of the curriculum in the area of
Mathematics in single-teacher classrooms. (PO 02.1)
Implementation of Internships with teachers from single-teacher institutions
multigrade for the preparation of units and learning sessions of
Mathematics for single-teacher classrooms. (PO 03.1)
Assessment day of the Capacity Strengthening Plan
teachers related to the planning and execution of the curriculum in the area of
Mathematics in single-teacher classrooms. (PE 03.2)
Adoption of measures for continuous improvement. (PE 03.3)
Preparation of the Annual Work Plan for the following year. (PE 01.3)

2. Strengthening the student-student relationship through

implementation of Friendly Recesses
 Development of the Strengthening Plan for the student-student relationship
through the implementation of Friendly Recesses. (PE 01.3)
Incorporation of the actions of the Strengthening Plan of the relationship
student - student through the implementation of Friendly Recesses, to
Annual Work Plan. (PE 01.)
Preparation of the budget for the implementation of the Plan for
Strengthening the student-student relationship. (PS)
Execution of talks aimed at teachers and parents on:
Effective communication for a peaceful coexistence at home and in the
school.
Conflict resolution: negotiation and mediation
Development of tutoring sessions on communication skills:
active listening, empathy, and assertiveness for a healthy school coexistence.
Institutionalization of Friendly Recesses through the execution of games
integration during recess (jump rope, knock over cans, the towers, games of
table, etc.); accompanied by enthusiastic music.
Evaluation day of the Strengthening Plan for the student relationship -
student and adoption of measures for continuous improvement.
Preparation of the Annual Work Plan for the following year.

ASPECTS TO INVESTIGATE
ASPECTS TO INVESTIGATE SOURCES OF INFORMATION TECHNIQUES AND INSTRUMENTS FOR COLLECTION OF
Who or who provided me with the INFORMATION
What categories were studied? information? What technique and instrument did I use to
obtain information?

Planning and curricular execution of the area of Teacher Survey–Questionnaire

Mathematics for single-teacher classrooms Learning session plans for Mathematics and Document Analysis – Field notebook
recording of its execution

School discipline Teacher Survey–Questionnaire

 INFORMATION COLLECTION INSTRUMENTS
SURVEY TO TEACHER
OBJETIVO: Recoger información objetiva sobre la planificaciòn y ejecuciòn curricular del àrea de matemàtica en aula unidocente de la Instituciòn educativa Nº 11182

TIME: 30 minutes

1. How do you plan the learning sessions for the Mathematics area to cater to students of different grades in the same classroom?
2. How do children learn the mathematical skills appropriate for their grade in a single-teacher classroom?
3. What pedagogical tools do you use to guide the planning and execution of your teaching work?
4. ¿Considera importante el uso de herramientas pedagógicas para mejorar su desempeño docente? ¿Con què frecuencia las utiliza?

SURVEY TO TEACHER
OBJECTIVE: Gather objective information about school discipline at Educational Institution No. 11182

TIEMPO: 20 minutos

1. How does indiscipline manifest itself in IE No. 11182?

2. What actions do you take in response to students' discipline issues?
3. How does the presence of situations of school indiscipline affect your teaching work?

CATEGORIZATION FRAMES

TEACHER SURVEY
Objective: To collect objective information about the planning and execution of the curriculum in the area of mathematics in a single-teacher classroom of educational Institution No.
11182
Question 1: How do you plan the learning sessions for the area of Mathematics to cater to students of different grades in the same classroom?
Phrase (response from the teachers) Subcategories Categories
 TEACHER SURVEY
Objective: To gather objective information about the planning and execution of the curriculum in the area of mathematics in a single-teacher classroom of Educational Institution No.
11182
Question 2:
Phrase Subcategories Categories

SURVEY TO TEACHER
Objective: To gather objective information about the planning and execution of the mathematics curriculum in a single-teacher classroom of Educational Institution No.
11182
Question 3:
Phrase Subcategories Categories

SURVEY FOR TEACHERS

Objetivo:Recoger información objetiva sobre la planificaciòn y ejecuciòn curricular del àrea de matemàtica en aula unidocente de la Instituciòn educativa Nº
11182
Question 4:
Phrase Subcategories Categories
EXAMPLE OF SUBCATEGORIES

ENCUESTA A DOCENTE
Objetivo:Recoger información objetiva acerca de la aplicación de estrategias metodológicas que realizan los docentes en las sesiones de comprensión lectora.
Pregunta 1: ¿De qué manera aplicas el enfoque del área de Comunicación en las sesiones de aprendizaje de Comprensión lectora?
Phrase (response from the teachers) Subcategories Categories
Teacher 1. Didactic processes of the
The textual communicative approach. To develop reading comprehension in reading comprehension
students are applied taking into account the didactic processes of
reading comprehension, which are: Before reading, during reading and Methodological strategies of the
after the reading, using various strategies for each process reading comprehension.
didactic.
Teacher 2 Motivation for reading
For the student to get involved, take interest, and for it to be promoted.
critical thinking to reach the required level.
Teacher 3. Strategies before, during and after
By fostering dialogue with children. from the reading
Making representation of your daily life.
-Writing texts specific to children.
Reading various texts.
Teacher 4 Didactic processes of the
Developing didactic processes before, during, and after reading reading comprehension
There are three processes: before, during, and after.
Teacher 5. Strategies before, during and after
Creating an atmosphere for care. from the reading.
Remember the rules of coexistence for better development of the topic.
Model strategies that we want our children to practice.
Foster a climate of cooperation among children, through paired work,
trios or in teams.
Having plenty of resources and materials.
ANALYSIS OF COLLECTED INFORMATION AND CONCLUSIONS BY CATEGORIES
CATEGORIES AND SUBCATEGORIES THEORETICAL REFERENTS PRELIMINARY CONCLUSIONS RESULTING FROM THE
THEORETICAL CONTRAST
CATEGORY: Search and transcribe theoretical framework of the category
Methodological strategies for Mathematics in the classroom
single teacher single teacher)

SUBCATEGORIES:
-
CATEGORY:

SUBCATEGORIES:
-
CATEGORY:

SUBCATEGORIES:
-
CATEGORY:

SUBCATEGORIES:
-

CATEGORIES AND SUBCATEGORIES THEORETICAL REFERENCES PRELIMINARY CONCLUSIONS RESULTING FROM THE
THEORETICAL CONTRAST
CATEGORY:
SUBCATEGORIES:
-
CATEGORY:

SUBCATEGORIES:
-
CATEGORY:

SUBCATEGORIES:
-