Description

Reading levels are important to achieve the understanding of meanings in the resolution of situations involving the use of mathematics. On this basis, the research pursued the objective of strengthening the deepening of reading levels as a didactic strategy for the resolution of mathematical problems in sixth-grade students of the Educational Institution La Mata in the municipality of Chimichagua, Cesar. The methodology was qualitative with a focus on pedagogical action research; its design was developed in three phases: deconstruction, reconstruction, and evaluation of the effectiveness of the pedagogical practice. The work unit was 28 students. An entry test and an exit test were used as instruments, as well as a Likert-type questionnaire for the teachers and a diary to systematize significant experiences. The results showed significant progress in the deepening of the levels of the reading process because the students were able to solve mathematical problems effectively. It was concluded that the participatory classes made it possible for students to engage in different activities for the achievement of learning with increasing levels of complexity, both in reading and in the mathematical problems posed, which showed that the didactic strategy based on the levels of deepening was highly positive.