Publicación: Implementación de una unidad didáctica como propuesta metodológica, para el aprendizaje de las técnicas de conteo
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The curriculums are now seeking to encourage the development of random thought, by its presence in science, culture and everyday way of thinking; the probability theory and its application to random processes foster greater mastery of uncertainty and chance (MEN, 2009). But achieving proficiency for the probability and randomness is not achieved spontaneously, but learning environments where situations of everyday life to become a complement when developing and meaningful learning resumption needed. This graduation project aimed to implement a didactics unit on the lesson of counting techniques, which allow students to solve problems of everyday situations, based on their prior knowledge, and thus to contribute to the construction of meaningful learning in students 11th grade in the educational institution Rafael Uribe Uribe. To comply with this objective, a qualitative descriptive research was proposed, using instruments that allow us to obtain information about their prior knowledge, attitudes, motivational aspects, structuring and apprehension of the new content and learning built at the end of the intervention. For analysis of results all above aspects were considered and a comparison between the diagnostic and final tests, and thus measure and evaluate progress of students during the implementation of the project was made. The results showed that students were able to gain greater conceptual domain, applying knowledge and learning situations constructed problems raised in the final test; during the intervention was significant progress, demonstrating that the development and implementation of didactics unit allows engage students in developing their learning and generate greater motivation, develop skills, encourage creativity and promote better adaptation of contents, which to develop meaningful learning.