Revista de Investigación Científica y Tecnológica

Vol. 5 No. 1 (2021)
Artículos Originales

Origami, a didactic strategy to improve the teaching of geometry

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  • Félix Montes Corrales,
  • Mireya Frausto Rojas
Félix Montes Corrales
Escuela Normal Superior Santiago de Tunja, Boyacá, Colombia
Bio
Mireya Frausto Rojas
Universidad Americana de Europa, México
Bio
DOI: https://doi.org/10.36003/Rev.investig.cient.tecnol.V5N1(2021)1

Published 2021-06-30

Keywords

  • Origami,
  • Estrategia,
  • Enseñanza,
  • Geometría
  • Origami,
  • Strategy,
  • Teaching,
  • Geometry

How to Cite

Montes Corrales, F. ., & Rojas, M. F. . (2021). Origami, a didactic strategy to improve the teaching of geometry. Revista De Investigación Científica Y Tecnológica, 5(1), 4–18. https://doi.org/10.36003/Rev.investig.cient.tecnol.V5N1(2021)1

Copyright (c) 2021 Félix Montes Corrales, Mireya Frausto Rojas

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Geometry is one of the main components in mathematics education because it favors the development of spatial thinking in students; nevertheless, the great variety of distracters that surround students nowadays requires that versatile, dynamic, motivating and interesting didactic strategies be implemented in the classroom. The purpose of this research was to analyze the incidence of origami as a didactic strategy to improve the teaching of geometry.

The study was developed by means of an Action-Research, since it inquired about the capacity of students to learn geometry through the use of origami, as well as the difficulties or weaknesses of some of the students who participated in the project. In this order of ideas, the teacher was a participant in the process, as a facilitator of learning, from the advice and monitoring in the development of each of the workshops. At the same time, a Qualitative Approach was taken as a reference, since the findings are described in both the experimental and control groups.

The strategy was developed with sixth grade students of the Escuela Normal Superior Santiago de Tunja (Boyacá) through the application of origami workshops consisting of two-dimensional and three-dimensional models, aimed at teaching fundamental concepts of geometry. The analysis of the impact of the application of the strategy is carried out by means of experimental and control groups, to which a pretest and post-test are applied. The results show that origami as a didactic strategy has a significant impact on the learning of geometry and the consolidation of geometric concepts, since most of the students in the experimental group showed progress in topics such as mediatizes, angular bisectors, triangles, polygons, congruence and symmetry.

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