Importancia de la inteligencia artificial en la educación del siglo XXI
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Fecha
2024
Autores
Numa-Sanjuan, Nahin
diaz guecha, leonardo yotuhel
PEÑALOZA TARAZONA, MARIANA ELENA
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Editor
Universidad de Santander - UDES
Resumen
En este estudio se aborda la relevancia de las matemáticas en el contexto educativo y social de los estudiantes de básica
secundaria en Colombia. Se explora cómo las percepciones individuales sobre las matemáticas se entrelazan con los imaginarios sociales y las
significaciones culturales, influyendo en la construcción social de la realidad matemática. Utilizando un enfoque cualitativo, el estudio analiza
narrativas personales de estudiantes para captar la diversidad de percepciones y experiencias relacionadas con las matemáticas. Los resultados
revelan que las actitudes y percepciones hacia las matemáticas están profundamente influenciadas por el entorno educativo y social, destacando
la importancia de estrategias pedagógicas que resuenen con las experiencias y aspiraciones de los estudiantes. La investigación concluye que
para fomentar una relación positiva con las matemáticas es crucial entender y atender las percepciones sociales de los estudiantes, así como
integrar estas percepciones en prácticas educativas que promuevan la competencia matemática y el desarrollo personal y académico. Este
enfoque no solo ayuda a mejorar el rendimiento en matemáticas, sino que también facilita una comprensión más profunda de su papel en la vida
social y académica de los estudiantes.
This study approaches the relevance of mathematics in the educational and social context of junior high school students in Colombia. It explores how individual perceptions about mathematics are intertwined with social imaginaries and cultural meanings, influencing the social construction of mathematical reality. Using a qualitative approach, the study analyzes personal narratives of students to capture the diversity of perceptions and experiences related to mathematics. The results reveal that attitudes and perceptions towards mathematics are deeply influenced by the educational and social environment, highlighting the importance of pedagogical strategies that resonate with students' experiences and aspirations. The research concludes that to foster a positive relationship with mathematics it is crucial to understand and attend to students' social perceptions, as well as to integrate these perceptions into educational practices that promote mathematical competence and personal and academic development. This approach not only helps to improve mathematics achievement, but also facilitates a deeper understanding of its role in students' social and academic lives.
This study approaches the relevance of mathematics in the educational and social context of junior high school students in Colombia. It explores how individual perceptions about mathematics are intertwined with social imaginaries and cultural meanings, influencing the social construction of mathematical reality. Using a qualitative approach, the study analyzes personal narratives of students to capture the diversity of perceptions and experiences related to mathematics. The results reveal that attitudes and perceptions towards mathematics are deeply influenced by the educational and social environment, highlighting the importance of pedagogical strategies that resonate with students' experiences and aspirations. The research concludes that to foster a positive relationship with mathematics it is crucial to understand and attend to students' social perceptions, as well as to integrate these perceptions into educational practices that promote mathematical competence and personal and academic development. This approach not only helps to improve mathematics achievement, but also facilitates a deeper understanding of its role in students' social and academic lives.
Descripción
Palabras clave
Educación secundaria, Percepciones culturales, Desarrollo educativo, Metodología cualitativa
Citación
Numa-Sanjuán, N., Diaz-Guecha, L. Y., & Peñaloza-Tarazona, M. E. (2024). Importancia de la Inteligencia Artificial en la educación del siglo XXI. AiBi Revista De Investigación, Administración E Ingeniería, 12(2), 49–62. https://doi.org/10.15649/2346030X.3776