The dynamics of the math class mediated by communication
This review article discusses how communication in a math class is understood. In this text, communication is more than reporting. It is the act of putting something in common until assigning meaning collectively, a process that enables the understanding and establishment of communicative relationsh...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10016 |
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| _version_ | 1801705989316018176 |
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| author | Jiménez-Espinosa, Alfonso |
| author_facet | Jiménez-Espinosa, Alfonso |
| author_sort | Jiménez-Espinosa, Alfonso |
| collection | OJS |
| description | This review article discusses how communication in a math class is understood. In this text, communication is more than reporting. It is the act of putting something in common until assigning meaning collectively, a process that enables the understanding and establishment of communicative relationships between subjects, with the purpose of giving joint meaning to what is communicated. It is also a strategic social interaction, where communicators create and modify their interpretations by the influence of the social context. This work shows that in the study of the dynamics of a mathematics class, names are used as communication categories, communication patterns, models, learning environments, spaces, classroom environments and interaction patterns, which describe the characteristics of the different forms of communication that are given in the classroom. From the verbal interaction, communication can have three different logics in the design of messages: expressive, conventional, and rhetorical. Depending on what logic an individual uses to communicate, his message is heard in a very different way. There seems to be a consensus that mathematics class where there is good communication would be one where students engage in the practice of a discourse called mathematics. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10016 |
| institution | Revista de Investigación, Desarrollo e Innovación (RIDI) |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-100162023-11-24T21:38:22Z The dynamics of the math class mediated by communication La dinámica de la clase de matemáticas mediada por la comunicación Jiménez-Espinosa, Alfonso communication; math class; learning as participation; communication patterns; learning community comunicación; clase de matemáticas; aprendizaje como participación patrones de comunicación; comunidad de aprendizaje This review article discusses how communication in a math class is understood. In this text, communication is more than reporting. It is the act of putting something in common until assigning meaning collectively, a process that enables the understanding and establishment of communicative relationships between subjects, with the purpose of giving joint meaning to what is communicated. It is also a strategic social interaction, where communicators create and modify their interpretations by the influence of the social context. This work shows that in the study of the dynamics of a mathematics class, names are used as communication categories, communication patterns, models, learning environments, spaces, classroom environments and interaction patterns, which describe the characteristics of the different forms of communication that are given in the classroom. From the verbal interaction, communication can have three different logics in the design of messages: expressive, conventional, and rhetorical. Depending on what logic an individual uses to communicate, his message is heard in a very different way. There seems to be a consensus that mathematics class where there is good communication would be one where students engage in the practice of a discourse called mathematics. Este artículo de revisión analiza la forma como se entiende la comunicación en la clase de matemáticas. En este texto comunicar es más que informar, es la acción de poner algo en común hasta asignar significado colectivamente; proceso que posibilita la comprensión y establecimiento de relaciones comunicativas entre sujetos, con el propósito de dar significado conjunto a lo que se comunica. También es una interacción social estratégica, donde los comunicadores crean y modifican sus interpretaciones por la influencia del contexto social. Este trabajo deja ver que en el estudio de la dinámica de la clase de matemáticas se usan nombres como categorías de comunicación, patrones de comunicación, modelos, ambientes de aprendizaje, espacios, ambientes de aula y patrones de interacción; los cuales describen las características de las diferentes formas de comunicación que se dan en el aula. Desde la interacción verbal, la comunicación puede tener tres lógicas distintas en el diseño de mensajes; expresiva, convencional, y retórica; y dependiendo de qué lógica un individuo emplea para comunicarse, se escucha su mensaje de forma muy diferente. Parece haber consenso en que una clase de matemáticas donde hay una buena comunicación, sería aquella donde los alumnos se involucran en la práctica del discurso llamado matemáticas. Universidad Pedagógica y Tecnológica de Colombia 2019-08-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10016 10.19053/20278306.v10.n1.2019.10016 Revista de Investigación, Desarrollo e Innovación; Vol. 10 No. 1 (2019): Julio-Diciembre; 121-134 Revista de Investigación, Desarrollo e Innovación; Vol. 10 Núm. 1 (2019): Julio-Diciembre; 121-134 2389-9417 2027-8306 spa https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10016/8455 https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10016/9718 Derechos de autor 2019 REVISTA DE INVESTIGACIÓN, DESARROLLO E INNOVACIÓN |
| spellingShingle | communication; math class; learning as participation; communication patterns; learning community comunicación; clase de matemáticas; aprendizaje como participación patrones de comunicación; comunidad de aprendizaje Jiménez-Espinosa, Alfonso The dynamics of the math class mediated by communication |
| title | The dynamics of the math class mediated by communication |
| title_alt | La dinámica de la clase de matemáticas mediada por la comunicación |
| title_full | The dynamics of the math class mediated by communication |
| title_fullStr | The dynamics of the math class mediated by communication |
| title_full_unstemmed | The dynamics of the math class mediated by communication |
| title_short | The dynamics of the math class mediated by communication |
| title_sort | dynamics of the math class mediated by communication |
| topic | communication; math class; learning as participation; communication patterns; learning community comunicación; clase de matemáticas; aprendizaje como participación patrones de comunicación; comunidad de aprendizaje |
| topic_facet | communication; math class; learning as participation; communication patterns; learning community comunicación; clase de matemáticas; aprendizaje como participación patrones de comunicación; comunidad de aprendizaje |
| url | https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10016 |
| work_keys_str_mv | AT jimenezespinosaalfonso thedynamicsofthemathclassmediatedbycommunication AT jimenezespinosaalfonso ladinamicadelaclasedematematicasmediadaporlacomunicacion AT jimenezespinosaalfonso dynamicsofthemathclassmediatedbycommunication |
