Open problems and the integrative task in science teaching. (Review)

Abstract

In the present work, an alternative is offered for the implementation of the integrative tasks in the lessons of the Mathematics discipline in the Bachelor of elementary Education at the Universidad of Oriente using the open problems. It departs from explaining what is assumed by problem and its classification, emphasizing within the latter, the open problems, whose qualities allow including typologies such as, paper and pencil problems, laboratory practices, practical works and small investigations, as an essential premise and facilitator of integrative tasks. The illustrated examples reveal the feasibility of its application in the teaching-learning process of sciences, its contribution to the improvement the learning quality and the achieving of a meaningful learning on the part of the students.