Appropriation of significant learnings in second-grade students of Primary Education in the Mexican rural zone

Abstract

This research aims to analyze the appropriation of significant learning in second-grade students of primary school in the Mexican rural area. It describes the context in which the students live to understand their motivations. Through the action-research method, four students’ aspects were evaluated: writing competence, reading competence, mathematical thinking, and self-evaluation of their performance, taking into account the characteristics proposed by the curricular standards shown in the Basic Education Study Programs 2011 (in Mexico). The main results found that 76% of the students have consolidated conventional writing, while the remaining 24% still do not achieve it. 59% of students can self-correct their written products; 65% read as specified by the program, and 53% solve problems using numbers up to three digits. 65% of the children could perform a self-evaluation of their performance. In conclusion, it affirms that frequently, to stimulate the appropriation of significant learning, recreational activities are also needed. It recommends that teacher accompany students in breaks or even when they play, when the student demonstrates a change in attitude and puts into practice what they have learned in the classroom.