Didáctica liberadora para el desarrollo del pensamiento matemático: una apuesta para el nivel de básica primaria en contextos emergentes
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Fecha
2024
Autores
Gutiérrez Villamil, Corina Beatriz
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El objetivo de esta investigación es configurar con los actores participantes una didáctica liberadora para el desarrollo del pensamiento matemático en estudiantes de básica primaria, tomando en cuenta los contextos emergentes de los estudiantes y la comunidad educativa. El paradigma socio crítico se utiliza como marco referencial, ya que permite analizar y comprender las transformaciones sociales que ocurren en la comunidad educativa, así como reconfigurar la didáctica de las matemáticas desde una perspectiva crítica, entendiendo que la educación se concibe como un proceso en el que se deben combinar la teoría y la práctica, promoviendo la emancipación de los estudiantes, el diálogo democrático y los debates críticos. La metodología seleccionada para llevar a cabo esta investigación es la Investigación-Acción Educativa. Esta metodología implica una transformación del problema investigado, caracterizada por la acción de los sujetos que participan en la solución. Parte de una profunda comprensión de la problemática a través de una indagación disciplinada lo que constituye un bucle recursivo y retroactivo de investigación y acción.
Se utiliza la complementariedad etnográfica como perspectiva de diseño, para recopilar y analizar la información se utilizan diversas técnicas como la revisión documental, el análisis de contenido, las entrevistas, los grupos de discusión y la observación participante. La fundamentación teórica de esta investigación se basa en los aportes de diversos autores reconocidos en el campo de la educación y la psicología, como Ausubel, Dilthey, Durkheim, Freire, Giroux, Morin, Nicolescu, Piaget, Popović, Ricoeur, Vygotsky y Elliot. Estos autores proporcionan fundamentos sólidos y amplios para comprender y abordar los desafíos que implica el desarrollo del pensamiento matemático en estudiantes de básica primaria. Como producto de esta investigación se desarrolla una didáctica liberadora para el desarrollo del pensamiento matemático con un modelo no secuencial, bajo un principio adaptativo centrado en el estudiante, denominados acuerdos para el aprendizaje, presaberes, casuística emergente, capilaridad y proposiciones significativas y el dialogo reflexivo. Que propicien un proceso de enseñanza aprendizaje favoreciendo la formación de individuos con capacidad critica y reflexiva para transformar sus realidad.
The objective of this research is to collaborate with the participating actors to design a liberating pedagogy for the development of mathematical thinking in primary school students, taking into account the emerging contexts of the students and the educational community. The socio-critical paradigm is used as a reference framework, as it allows for the analysis and understanding of the social transformations occurring within the educational community, as well as the reconfiguration of mathematics pedagogy from a critical perspective. This understanding recognizes that education is conceived as a process that must combine theory and practice, promoting the emancipation of students, democratic dialogue, and critical debates. The methodology selected to carry out this research is Educational Action Research. This methodology involves a transformation of the researched problem, characterized by the active involvement of the individuals participating in the solution. It begins with a profound understanding of the issues through disciplined inquiry, which constitutes a recursive and retroactive loop of research and action. Ethnographic complementarity is used as a design perspective. Various techniques are employed to collect and analyze information, including document review, content analysis, interviews, focus groups, and participant observation. The theoretical foundation of this research is based on the contributions of various recognized authors in the fields of education and psychology, such as Ausubel, Dilthey, Durkheim, Freire, Giroux, Morin, Nicolescu, Piaget, Popović, Ricoeur, Vygotsky, and Elliot. These authors provide solid and broad foundations for understanding and addressing the challenges related to the development of mathematical thinking in primary school students. As a product of this research, a liberating pedagogy for the development of mathematical thinking is developed, featuring a non-sequential model based on adaptive principles centering on the student. This model includes agreements for learning, prior knowledge, emerging case studies, capillarity, significant propositions, and reflective dialogue. These elements foster a teaching-learning process that promotes the formation of critically and reflectively capable individuals who can transform their reality.
The objective of this research is to collaborate with the participating actors to design a liberating pedagogy for the development of mathematical thinking in primary school students, taking into account the emerging contexts of the students and the educational community. The socio-critical paradigm is used as a reference framework, as it allows for the analysis and understanding of the social transformations occurring within the educational community, as well as the reconfiguration of mathematics pedagogy from a critical perspective. This understanding recognizes that education is conceived as a process that must combine theory and practice, promoting the emancipation of students, democratic dialogue, and critical debates. The methodology selected to carry out this research is Educational Action Research. This methodology involves a transformation of the researched problem, characterized by the active involvement of the individuals participating in the solution. It begins with a profound understanding of the issues through disciplined inquiry, which constitutes a recursive and retroactive loop of research and action. Ethnographic complementarity is used as a design perspective. Various techniques are employed to collect and analyze information, including document review, content analysis, interviews, focus groups, and participant observation. The theoretical foundation of this research is based on the contributions of various recognized authors in the fields of education and psychology, such as Ausubel, Dilthey, Durkheim, Freire, Giroux, Morin, Nicolescu, Piaget, Popović, Ricoeur, Vygotsky, and Elliot. These authors provide solid and broad foundations for understanding and addressing the challenges related to the development of mathematical thinking in primary school students. As a product of this research, a liberating pedagogy for the development of mathematical thinking is developed, featuring a non-sequential model based on adaptive principles centering on the student. This model includes agreements for learning, prior knowledge, emerging case studies, capillarity, significant propositions, and reflective dialogue. These elements foster a teaching-learning process that promotes the formation of critically and reflectively capable individuals who can transform their reality.
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Palabras clave
Didáctica liberadora, Pensamiento matemático, Contextos emergentes
