Tareas Que Promueven La Sistematización Conceptual en La Matemática Propedéutica

Abstract

En el presente artículo se describe una propuesta de tareas para promover la sistematización conceptual en la Matemática Propedéutica. La dualidad proceso-objeto en la solución de problemas matemáticos, la relación variable-parámetro, y la sistematización conceptual constituyen los referentes teóricos de la investigación. Se realizó la caracterización didáctica de tres tipos de tareas (nivelación, profundización y generalización). La validación teórica de las tareas se hizo a través del Criterio de Experto y talleres de socialización; la validación en la práctica se hizo con un estudio experimental en el que se validó la hipótesis de que con la propuesta se mejora la efectividad del estudiante en la solución de problemas matemáticos.

Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program

“…Based on the thematic analysis carried out, a synthesis of the results of each of the PMT groups that designed the interactive mathematical tasks is compiled. The tasks performed by teachers in training are constituted of justification tasks that according to Zambrano and Samper (2017), promoting explanations to mathematical processes such as: to compare, to visualize and to check. The tasks that belong to this first category involve questions with open or closed answers, without including a statement or initial information, however, Inprasitha, Changsri, and Boonsena (2020), note that through open questions it is possible to promote mathematical arguments.…”

“…Under this perspective, one of the occupations of the mathematics teacher is the adaptation and the design of tasks that are developed in class with students (Godino, 2013), the content of the tasks sometimes refers to a given context that involves delimiting which mathematical processes and knowledge supports learning based on contextualized situations close to the student (Aroca, 2022;Zambrano & Samper, 2017;Ayalon & Even, 2016). Researchers note that teachers' knowledge and their practice influence mathematics learning (Llinares, 2014), according to this, Groenwald and Llinares (2019) highlight the need to reflect during the training of the future mathematics professor (PMT) with the idea of improving basic teaching competencies, such as: the professional teaching gaze (Ivars, Fernández, & Llinares, 2019), didactic analysis (Godino, 2013); reasoning management in the classroom (Solar & Deulofeu, 2016) and mathematical task design (Cabañas-Sánchez & Cervantes-Barraza, 2019;Cervantes-Barraza & Vargas-Delgado, 2022).…”