Metodología del aprendizaje cooperativo aplicado en la comprensión de las ecuaciones lineales

Abstract

Abstract: This study explored the use of cooperative learning as a means to improve understanding of the topic of linear equations among first-year high school students. The research was conducted with two classes from Unidad Educative José Peláez during the 2024 2025 academic year and was designed as a quasi-experimental, quantitative study. A total of 51 students were divided into a Control Group and an Experimental Group, allowing for direct comparison. A single closed-response questionnaire, administered as both a pretest and a post-test, was used as the data collection instrument. The results indicated a significant increase in participation, motivation, and mathematical understanding as a result of the intervention. Students also reported improved social skills, such as responsibility and respect for peers. The methodology proved capable of integrating students with different learning paces and styles in the same space without excluding anyone, creating a horizontal collaborative forum that serves as an alternative to traditional lecture-based teaching. In short, the classroom was transformed into a collaborative forum where knowledge flowed horizontally, suggesting that this approach is a viable alternative to traditional lectures in this academic field.