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The following study, framed within the qualitative methodology, has been placed within the collaborative
investigation–action perspective, where teachers and students joined in a process of recognition and
understanding of the dynamics pivoting around the teaching–learning process of mathematics I in a school of
engineering. The teachers involved planned a collection of actions in their respective working places, taking into
account their needs. Among these was the design of a strategic course of action to enhance the student’s
communication and communicative attitudes. Interpreting the implications of those changes in their development,
and pondering such transformation was pursued. On the process, it was proved how “V of Gowin” Makes it easier
structuring and solving problems, thus affecting positively the students´ understanding, motivation and behavior
before problem-solving situations. Likewise, during the process of interaction among students, to understand and
solve problems by using V de Gowin, to achieve that students know how to build knowledge, improve their
metacognitive skills, information processing, communication and planning.
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