Práctica pedagógica para la concreción del dominio afectivo en la educación matemática: una mirada desde elementos comunes con la cultura escolar
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Fecha
2023
Autores
Jiménez Márquez, Julio Antonio
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Ediciones Universidad Simón Bolívar
Ciencias Jurídicas y Sociales
Ciencias Jurídicas y Sociales
Resumen
El panorama actual de la educación matemática guarda relación con la globalización y
un desarrollo tecnológico acelerado, a pesar de ello, el uso que se percibe en las aulas
en materia tecnológica es nulo. En la presente investigación se abordaron las
categorías principales como el Dominio Afectivo y su concreción de sus elementos
constitutivos: Creencias, Actitudes y Emociones; la Cultura Escolar, la matemática
como eje de aprendizaje, así como la teoría de la Modificabilidad Cognitiva Estructural
(MCE) convergiendo la Experiencia de Aprendizaje Mediado (EAM) desde el enfoque
de humanismo clásico. A partir de este entramado epistemológico surge una propuesta
de práctica pedagógica aunada al uso de las TIC (Tecnologías de la Información y la
Comunicación) incorporada al proceso de enseñanza-aprendizaje de las matemáticas
en el que, inicialmente, se evidencian actitudes de frustración, rechazo, ansiedad y
apatía, entre otros factores asociados a la formación en matemáticas. Desde este
panorama se diseñó una propuesta de práctica pedagógica basada en las
concepciones epistemológicas-teóricas-metodológicas, a partir del estudio de caso
como eje del método y enfoque paradigmático histórico hermenéutico, con técnicas de
recolección de información como los grupos de discusión, entrevista semiestructurada,
registro documental, y observación participante. Al incursionar en los elementos
constitutivos del Dominio Afectivo y, tras la incorporación de la propuesta de práctica
pedagógica en el proceso de enseñanza-aprendizaje - con las TIC como eje mediador-,
la evidencia en las actitudes y emociones de los participantes del colectivo investigador
connotaron acciones de motivación, confianza, autoconcepto y autoestima generados a
través del enfoque humanista con el que se desarrolló la investigación, propiciando
aprendizajes para la vida de una manera innovadora. En el informe investigativo se
clarifican rutas de aprendizaje y avance en materia de formación permanente de los
actores del proceso educativo.
The current panorama of mathematics education is related to globalization and accelerated technological development, despite this, the use that is perceived in the classroom in technological matters is null. In the present investigation, the main categories such as the Affective Domain and its concretion of its constituent elements were addressed: Beliefs, Attitudes and Emotions; the School Culture, mathematics as the axis of learning, as well as the theory of Structural Cognitive Modifiability (MCE) converging the Mediatized Learning Experience (EAM) from the classical humanism approach. Based on this epistemological framework, a proposal for a pedagogical practice arises together with the use of ICT (Information and Communication Technologies) incorporated into the teaching-learning process of mathematics in which, initially, attitudes of frustration, rejection, anxiety and apathy, among other factors associated with training in mathematics. From this perspective, a proposal for pedagogical practice was designed based on epistemological-theoreticalmethodological conceptions, based on the case study as the axis of the method and hermeneutic-historical paradigmatic approach, with information gathering techniques such as discussion groups, semi-structured interviews., documentary record, and participant observation. When venturing into the constituent elements of the Affective Domain and, after the incorporation of the pedagogical practice proposal in the teaching-learning process - with ICT as a mediating axis-, the evidence in the attitudes and emotions of the participants of the research group connoted actions of motivation, confidence, self-concept and self-esteem generated through the humanistic approach with which the research was developed, promoting learning for life in an innovative way. The investigative report clarifies learning routes and progress in terms of permanent training of the actors in the educational process.
The current panorama of mathematics education is related to globalization and accelerated technological development, despite this, the use that is perceived in the classroom in technological matters is null. In the present investigation, the main categories such as the Affective Domain and its concretion of its constituent elements were addressed: Beliefs, Attitudes and Emotions; the School Culture, mathematics as the axis of learning, as well as the theory of Structural Cognitive Modifiability (MCE) converging the Mediatized Learning Experience (EAM) from the classical humanism approach. Based on this epistemological framework, a proposal for a pedagogical practice arises together with the use of ICT (Information and Communication Technologies) incorporated into the teaching-learning process of mathematics in which, initially, attitudes of frustration, rejection, anxiety and apathy, among other factors associated with training in mathematics. From this perspective, a proposal for pedagogical practice was designed based on epistemological-theoreticalmethodological conceptions, based on the case study as the axis of the method and hermeneutic-historical paradigmatic approach, with information gathering techniques such as discussion groups, semi-structured interviews., documentary record, and participant observation. When venturing into the constituent elements of the Affective Domain and, after the incorporation of the pedagogical practice proposal in the teaching-learning process - with ICT as a mediating axis-, the evidence in the attitudes and emotions of the participants of the research group connoted actions of motivation, confidence, self-concept and self-esteem generated through the humanistic approach with which the research was developed, promoting learning for life in an innovative way. The investigative report clarifies learning routes and progress in terms of permanent training of the actors in the educational process.
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Palabras clave
Dominio afectivo, Matemáticas, Práctica pedagógica, Cultura escolar, Teoría de la modificabilidad cognitiva estructural, Affective domain, Mathematics, Pedagogical practice, School culture, Theory of structural cognitive modifiability