Teachers' and students' perceptions of the didactic sequences used in a mathematics subject

Abstract

In the mathematics course of the initial cycle, which includes content from the school curriculum, there were low academic results, poor motivation and high dropout rates. Twelve didactic sequences were incorporated that include problems in context and are worked collaboratively. The objective of this research was to evaluate the perception of students and teachers of this teaching-learning strategy. A mixed study was carried out, with interviews and surveys to evaluate the perception. Some results show that over 75% of the students and teachers considered the contexts attractive, 73% of the students indicated that this methodology allows a better understanding of the contents, over 90% of the teachers considered that it favored the achievement of the learning results of their students, 81% of the students and 100% of the teachers expressed that the evaluations were in accordance with the methodology used in classes. In conclusion, there was a positive perception regarding the use of didactic sequences, which turned out to be a learning resource accepted by students and teachers.