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This study was intended to promote greater interaction between students and focusing your attention on the under-lying concepts studied in the course basic math, in exchangefor the material in sequence presented in textbooks and class notes. The study was conducted during the first half of 2012 (2012-10) and the 2012 summer period (2012 20), through a process of joint research quantitatively and qualitatively. The number of students treated in 2012 (10) was 249 and 10in the summer period. Of the 249 randomly took a course of 37 students which was a pretest at the start of the course without having received treatment. In the last week, was applied a posttestwhen the student had received the Peer Instruction Meth-od. Equal treatment is made with the summer course. The samples came from normal distributions, which found using the Shapiro-Wilk and Chi square statistical. Found significant differences between the averages of the posttest and pretest in both courses, for which was applied a test for paired as a study before and after samples student's t. For the Group of 37 students t = 5.87212 with p = 0.0000296539 < 0.05. The Group of 10 students t = 4.39678 with p = 0.00172844 < 0.05. The confidence level was of 95%. Surveys were conducted to measure the impact qualitatively, Likert type to all students, in which stood a high favorability (more than 80%) of the method in terms of more dynamic classes, greater motivation, good learning environment, greater participation, sufficient time to answer questions and improvement in learning. RESUMEN Este estudio tuvo como proposito promover una mayor interaccion entre los estudiantes y enfocar su atencion en los conceptos subyacentes estudiados en la asignatura Matematicas Basicas, a cambio de presentar el material en secuencia como en los libros de textos y las notas de clase. El estudio se realizo durante el primer semestre del 2012 (2012 10) y el periodo intersemestral del 2012 (2012 20), mediante un proceso de investigacion mixta cuantitativa y cualitativamente. El numero de estudiantes tratado en 2012 (10) fue de 249 y en el intersemestral de 10. De los 249 se tomo aleatoriamente un curso de 37 estudiantes a los que se les aplico un pre test al inicio del curso sin haber recibido el tratamiento del metodo y en la ultima semana, se aplico un post test. Igual tratamiento se hizo con el curso intersemestral. Las muestras provinieron de distribuciones normales, lo que se comprobo usando los estadisticos Chi Cuadrado y Shapiro-Wilk. Se encontraron diferencias significativas entre las medias de los post test y pre test, en ambos cursos, para lo cual se aplico una prueba t de student para muestras pareadas, por ser un estudio antes y despues. Para el grupo de 37 estudiantes t = 5.87212 con un p = 0.0000296539 < 0.05. En el grupo de 10 estudiantes t = 4.39678 con un p = 0.00172844 < 0.05. En ambos casos a un nivel de confiabilidad de 95%. Para medir el impacto cualitativamente, se realizaron encuestas tipo Likert a la totalidad de estu-diantes, en las que se destacaron una alta favorabilidad (mas del 80%) del metodo en cuanto a clases mas dinamicas, mayor motivacion, buen ambiente de aprendizaje, mayor participacion, tiempo suficiente para responder las preguntas y mejora-miento en el aprendizaje.

Impacto del método “Instrucción por pares” con el apoyo de “clickers” en el aprendizaje de Matemáticas Básicas