Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
Fecha
2020-04-16Autor
FERNÁNDEZ Cézar, Raquel
PRADA Núñez, Raúl
HERNÁNDEZ Suárez, César Augusto
Metadatos
Mostrar el registro completo del ítemResumen
This report is generated from a sample of 31 professionals working as math teachers
in the basic and middle education levels on six different private institutions located in
the urban area of San José de Cúcuta, Colombia. An instrument that takes as
reference the five mathematical processes mentioned on the Principles and Standards
for the Mathematical Education of the National Council of Teachers of Mathematics –
NCTM – 2003, in total 36 items, was applied. Derived from the processing of the
recollected data, the poor establishment of connections with other areas of knowledge
is identified as the main weakness in the pedagogic practice of the educator.
Reflections about the consequences of the impact that it can have on the teaching
process appear: Mathematics are shown as an isolated knowledge, disconnected from
the educative system and the everyday. It concludes in that, in one way or another,
affects the motivation of the student in the learning of mathematics. Actions are
proposed to encourage the connections with more areas in the teaching practice. Esta investigación se genera de una muestra de 31 profesionales que trabajan como
docentes de matemáticas en los niveles de la Educación Básica en seis instituciones
privadas en el casco urbano de San José de Cúcuta – Colombia. El instrumento
aplicado toma como referencia los cinco procesos matemáticos mencionados en los
Principios y Estándares para la Educación matemática definidos por el Concejo
Nacional de Profesores de Matemáticas – Estados Unidos, con un total de 36 ítems.
Se identifica, derivado del tratamiento de los datos recogidos, la principal debilidad en
la práctica pedagógica de los profesores, el escaso establecimiento de conexiones con
otras áreas del conocimiento. Se concluye que esto, de una manera u otra, afecta la
motivación del estudiante en el aprendizaje de las matemáticas.