Las actitudes frente a los procesos de enseñanza –aprendizaje en el área de las matemáticas
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Fecha
2021
Autores
Castro Herrera, Linda Judith
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación ofrece una serie de consideraciones teórico-prácticas en relación con las actitudes frente a los procesos de enseñanza-aprendizaje en el área de las matemáticas, se hace una revisión de aspectos actitudinales en los docente y estudiantes, enfatizando en las actitudes del docente. Se basa en diferentes aportes teóricos; hechos que despierta el interés para profundizar sobre las actitudes que complementan el conocimiento; además, todo este estudio se asocia con el área de las matemáticas, considerando que las actitudes influyen en la conceptualización y apropiación para su valoración; a su vez, a la propuesta que tiene al asumir en sus procesos formativos, considerando su importancia interdisciplinar. Estudiar las actitudes expone la forma de afrontar el modo de pensar, sentir y actuar de cada agente educativo; pues se educa para extraer lo mejor del otro y dotar al ser humano para saber pensar y no desconocer la parte humana dentro de lo humano. Esta complejidad hace que se mire detenidamente qué clase de enseñanza -aprendizaje se da actualmente y las actitudes existentes, de manera que se logre articular mejores niveles de comprensión; por ello, se propone un diseño metodológico que establezca las fuentes de información propias para la investigación, a partir del paradigma socio crítico, con un análisis cualitativo donde se utilizan técnicas e instrumentos que validen la información recolectada para su revisión, sistematización e interpretación. Todo ello permitirá vincular las actitudes como pieza clave correspondiente a que éstas no obstaculizan la enseñanza aprendizaje, sino que su trabajo es ayudar al sentir educativo.
This research offers a series of theoretical-practical considerations in relation to attitudes towards teaching-learning processes in the area of mathematics, a review is made of attitudinal aspects in teachers and students, emphasizing the teacher’s attitudes. It is based on different theoretical contributions; facts that arouse interest to delve into the attitudes that complement knowledge; in addition, this whole study is associated with the area of mathematics, whereas attitudes influence the conceptualization and appropriation for their evaluation; at the same time, the proposal it has when assuming in its training processes, considering its interdisciplinary importance. Studying attitudes exposes the way to face the way of thinking, feeling and acting of each educational agent; because it is educated to extract the best from the other and to equip the human being to know how to think and not to ignore the human part within the human. This complexity makes it necessary to look carefully at what kind of teaching-learning is currently taking place and the existing attitudes, so that better levels of understanding can be articulated; therefore, a methodological design is proposed that establishes the own sources of information for research, based on the critical partner paradigm, with a qualitative analysis using techniques and instruments that validate the information collected for review, systematization and interpretation. All this will make it possible to link attitudes as a key element that they do not hinder teaching learning but that their job is to help the educational feeling.
This research offers a series of theoretical-practical considerations in relation to attitudes towards teaching-learning processes in the area of mathematics, a review is made of attitudinal aspects in teachers and students, emphasizing the teacher’s attitudes. It is based on different theoretical contributions; facts that arouse interest to delve into the attitudes that complement knowledge; in addition, this whole study is associated with the area of mathematics, whereas attitudes influence the conceptualization and appropriation for their evaluation; at the same time, the proposal it has when assuming in its training processes, considering its interdisciplinary importance. Studying attitudes exposes the way to face the way of thinking, feeling and acting of each educational agent; because it is educated to extract the best from the other and to equip the human being to know how to think and not to ignore the human part within the human. This complexity makes it necessary to look carefully at what kind of teaching-learning is currently taking place and the existing attitudes, so that better levels of understanding can be articulated; therefore, a methodological design is proposed that establishes the own sources of information for research, based on the critical partner paradigm, with a qualitative analysis using techniques and instruments that validate the information collected for review, systematization and interpretation. All this will make it possible to link attitudes as a key element that they do not hinder teaching learning but that their job is to help the educational feeling.
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Palabras clave
Actitudes, Enseñanza, Aprendizaje, Matemáticas, Attitudes, Teaching, Learning, Mathematics