Communication: a central focus in mathematics class
Communication has been considered a fundamental aspect for knowledge of things and relationship with people, from here we can deduce its importance in learning and teaching processes. This article develops aspects related to learning and teaching in the mathematics’ classroom, focusing on communicat...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2010
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1104 |
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| author | Suarez Ávila, Nury Yolanda Galindo Mendoza, Sandra María Jiménez Espinosa, Alfonso |
| author_facet | Suarez Ávila, Nury Yolanda Galindo Mendoza, Sandra María Jiménez Espinosa, Alfonso |
| author_sort | Suarez Ávila, Nury Yolanda |
| collection | OJS |
| description | Communication has been considered a fundamental aspect for knowledge of things and relationship with people, from here we can deduce its importance in learning and teaching processes. This article develops aspects related to learning and teaching in the mathematics’ classroom, focusing on communication, understood as a process of social interaction that favors negotiation of meaning, consensus, dialogue and debate. By means of the previous actions, essential processes for the development of mathematical thought can be reached, such as conjecturation and argumentation. We also analyze different strategies that transform the classroom into a vital atmosphere of interaction, where subjects acquire meaning in their interaction with the group culture, these strategies are based on the use of spaces for group work, debate and confrontation of interpretations, narratives and permanent questions by the teacher. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1104 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2010 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-11042019-02-26T15:02:47Z Communication: a central focus in mathematics class La comunicación: eje en la clase de matemáticas La communication: axe dans le cours de mathématiques A comunicação: eixo na aula a matemáticas Suarez Ávila, Nury Yolanda Galindo Mendoza, Sandra María Jiménez Espinosa, Alfonso Communication mathematics language group work interaction learning. comunicación matemáticas lenguaje trabajo en grupo interacción aprendizaje Communication mathématiques langage travail en équipe interaction apprentissage. Comunicação matemática linguajem trabalho em grupo interação aprendizagem. Communication has been considered a fundamental aspect for knowledge of things and relationship with people, from here we can deduce its importance in learning and teaching processes. This article develops aspects related to learning and teaching in the mathematics’ classroom, focusing on communication, understood as a process of social interaction that favors negotiation of meaning, consensus, dialogue and debate. By means of the previous actions, essential processes for the development of mathematical thought can be reached, such as conjecturation and argumentation. We also analyze different strategies that transform the classroom into a vital atmosphere of interaction, where subjects acquire meaning in their interaction with the group culture, these strategies are based on the use of spaces for group work, debate and confrontation of interpretations, narratives and permanent questions by the teacher. La comunicación ha sido considerada un aspecto fundamental para el conocimiento de las cosas y para la relación con las personas, de ahí la importancia que cobra en los procesos de enseñanza y aprendizaje. En este sentido, el artículo desarrolla aspectos relacionados con el aprendizaje y la enseñanza en la clase de matemáticas, teniendo como foco central la comunicación, entendida como un proceso de interacción social en el que se favorecen la negociación de significados, el consenso, el diálogo y el debate, acciones mediante las cuales se alcanzan procesos esenciales para el desarrollo del pensamiento matemático, como la conjeturación y la argumentación. También se analizan diferentes estrategias que permiten convertir el aula de clase en un ambiente vivo de interacciones, donde el sujeto se dota de significado en su interrelación con la cultura del grupo, dichas estrategias se basan en el uso de espacios para el trabajo en grupo, en el debate y la confrontación de interpretaciones y narrativas, y en los cuestionamientos permanentes del profesor. La communication a été considérée un aspect fondamental pour la connaissance des choses et pour le rapport avec les personnes , d’où l’importance que celle-là acquiert dans les processus d’enseignement et apprentissage. Dans ce sens, l’article développe des aspects liés `a l’apprentissage etl’ enseignement dans le cours de mathématiques, en ayant comme cible central la communication, entendu comme un processus d’interaction social dans lequel on favorise la négociation des signifiés, le consensus, le dialogue et le débat , des actions `a travers lesquelles on atteint des processus essentiels pour le développement mathématique, comme la conjecture et l’argumentation. On analyse aussi de différentes stratégies qui permettent que la salle de classe devienne un environnement vivant d’interactions, où le sujet est porteur du signifié dans son interaction avec la culture du groupe , ces stratégies-là se basent sur l’utilisation des espaces pour le travail en équipe, sur le débat et la confrontation des interprétations narratives et sur la mise en question permanente du professeur. A comunicação tem sido considerada como um dos fundamentos essenciais para o conhecimento das coisas e a relação com as pessoas, daí a sua importância nos processos de ensino e da aprendizagem. Neste sentido o artigo, pretende desenvolver aspectos relacionados com o ensino e a aprendizagem na aula de matemática, tendo como foco central a comunicação, entendida como processo de interação social, onde se favorecem a negociação de significados, o consenso, o dialogo e o debate. As anteriores são ações mediante as quais se atingem processos essenciais para o desenvolvimento do pensamento matemático, como a conjeturação e a argumentação. Avaliam-se também diferentes estratégias que permitem transformar a sala de aula em ambiente vivo de motivação de interações, onde o sujeito logra significado na sua interação com a cultura do grupo, essas estratégias baseiam-se no uso de espaços para o trabalho em grupo, o debate e a confrontação de interpretações, as narrativas e os questionamentos permanentes do professor. Universidad Pedagógica y Tecnológica de Colombia 2010-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1104 10.19053/22160159.1104 Praxis & Saber; Vol. 1 No. 2 (2010): Innovaciones Pedagógicas; 173-202 Praxis & Saber; Vol. 1 Núm. 2 (2010): Innovaciones Pedagógicas; 173-202 Praxis & Saber; Vol. 1 No 2 (2010): Innovaciones Pedagógicas; 173-202 Praxis & Saber; V. 1 N. 2 (2010): Innovaciones Pedagógicas; 173-202 Praxis & Saber; v. 1 n. 2 (2010): Innovaciones Pedagógicas; 173-202 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1104/1103 |
| spellingShingle | Communication mathematics language group work interaction learning. comunicación matemáticas lenguaje trabajo en grupo interacción aprendizaje Communication mathématiques langage travail en équipe interaction apprentissage. Comunicação matemática linguajem trabalho em grupo interação aprendizagem. Suarez Ávila, Nury Yolanda Galindo Mendoza, Sandra María Jiménez Espinosa, Alfonso Communication: a central focus in mathematics class |
| title | Communication: a central focus in mathematics class |
| title_alt | La comunicación: eje en la clase de matemáticas La communication: axe dans le cours de mathématiques A comunicação: eixo na aula a matemáticas |
| title_full | Communication: a central focus in mathematics class |
| title_fullStr | Communication: a central focus in mathematics class |
| title_full_unstemmed | Communication: a central focus in mathematics class |
| title_short | Communication: a central focus in mathematics class |
| title_sort | communication a central focus in mathematics class |
| topic | Communication mathematics language group work interaction learning. comunicación matemáticas lenguaje trabajo en grupo interacción aprendizaje Communication mathématiques langage travail en équipe interaction apprentissage. Comunicação matemática linguajem trabalho em grupo interação aprendizagem. |
| topic_facet | Communication mathematics language group work interaction learning. comunicación matemáticas lenguaje trabajo en grupo interacción aprendizaje Communication mathématiques langage travail en équipe interaction apprentissage. Comunicação matemática linguajem trabalho em grupo interação aprendizagem. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1104 |
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