Design of a Teaching Guide for Learning Algebra in First Year Technical Baccalaureate Students

Abstract

This study aims to design a didactic guide to improve algebra learning in first-year technical high school students. Algebra instruction presents significant challenges in technical education, as students often struggle with understanding and applying fundamental concepts,
impacting their academic performance and problem-solving skills in practical contexts.
The research follows a mixed-methods approach, combining qualitative and
quantitative techniques. Surveys and interviews
were conducted with teachers and students to identify the main difficulties in  algebra learning, alongside an analysis of students’ academic performance. Based on the findings, a didactic guide was designed, incorporating active teaching strategies, visual resources, contextualized exercises, and practical activities to strengthen algebraic understanding.
The results indicate that implementing the didactic guide fosters algebraic thinking development and improves students’ attitudes toward mathematics. Additionally, the study highlights that using educational materials tailored to the needs of technical high school students enhances
motivation and engagement in the learning process. The study concludes that designing specific didactic
resources is an effective strategy to overcome algebra learning difficulties
and strengthen essential
mathematical competencies in technical education students.