Pedagogic model based on the constructivism to improve problem solving competence in Engineering students

The purpose of this study is to propose a pedagogical model to improve mathematical problem-solving competence in mining engineering students. The approach used was qualitative and applied research, propositional modality. The research was carried out in two phases. The diagnosis was carried out with a sample of 40 second cycle students. The sampling was non-probabilistic. The data were taken from an auxiliary register. The model proposal took into account the foundations, characteristics, design, description of the components, methodological guidelines for application and evaluation of the model. The results show that the level of achievement of problem-solving skills is high. The use of the pedagogical model allowed the development of problem-solving skills. The development of declarative content allowed us to have the necessary theoretical foundation to propose solutions to the problem linked to procedural content, allowing self-learning to be promoted through active strategies: thus, the attitudinal content will also allow us to organize favorable learning environments to develop a positive attitude towards the math.