The pedagogical practice since adidactic situations in mathematics
The aim of this article is to characterize the pedagogical practice from the use of non-didactic situations in Mathematics classes. This research uses a qualitative approach, under the technique of action research, with the use of instruments such as: non-participant observation, open-ended question...
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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/9179 |
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| author | Jiménez-Espinosa, Alfonso Sánchez-Bareño, Daysy Maite |
| author_facet | Jiménez-Espinosa, Alfonso Sánchez-Bareño, Daysy Maite |
| author_sort | Jiménez-Espinosa, Alfonso |
| collection | OJS |
| description | The aim of this article is to characterize the pedagogical practice from the use of non-didactic situations in Mathematics classes. This research uses a qualitative approach, under the technique of action research, with the use of instruments such as: non-participant observation, open-ended questionnaire, researcher's field diary, focus groups and design and application of specific non didactic situations. The population studied was made up of 4 teachers and their students who belong to basic education. When the teacher faces the vision of his class and the same class being observed by others, mediated by the collective reflection on his practice; he begins to have another attitude and another way of seeing the dynamics of a class. Likewise, the implementation of non-didactic situations improves the dynamics of the math class. Motivation and enthusiasm are some of the emotions expressed by students towards learning, revealing the importance of innovating, generating challenges and imbalances, so that the teaching of Mathematics is more than just repeating the contents and mechanizing them. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9179 |
| 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-91792020-11-06T02:06:29Z The pedagogical practice since adidactic situations in mathematics La práctica pedagógica desde las situaciones a-didácticas en matemáticas Jiménez-Espinosa, Alfonso Sánchez-Bareño, Daysy Maite pedagogical practice; mathematics; learning; non-didactic práctica pedagógica; matemáticas; aprendizaje; situaciones a-didácticas The aim of this article is to characterize the pedagogical practice from the use of non-didactic situations in Mathematics classes. This research uses a qualitative approach, under the technique of action research, with the use of instruments such as: non-participant observation, open-ended questionnaire, researcher's field diary, focus groups and design and application of specific non didactic situations. The population studied was made up of 4 teachers and their students who belong to basic education. When the teacher faces the vision of his class and the same class being observed by others, mediated by the collective reflection on his practice; he begins to have another attitude and another way of seeing the dynamics of a class. Likewise, the implementation of non-didactic situations improves the dynamics of the math class. Motivation and enthusiasm are some of the emotions expressed by students towards learning, revealing the importance of innovating, generating challenges and imbalances, so that the teaching of Mathematics is more than just repeating the contents and mechanizing them. El artículo tiene como objetivo caracterizar la práctica pedagógica a partir del uso de situaciones a-didácticas en clases de matemáticas. La investigación tuvo un enfoque cualitativo, bajo la técnica de investigación acción, con el uso de instrumentos como: observación no participante, cuestionario de pregunta abierta, diario de campo del investigador, grupos focales y diseño y aplicación de situaciones a-didácticas específicas. La población objeto de estudio fue de 4 profesores y sus estudiantes, pertenecientes al nivel de educación básica. Los resultados indican que cuando el profesor confronta la visión de su clase con lo observado por otros, y mediado por la reflexión colectiva sobre su práctica, comienza a tener otra actitud y otra forma de ver la dinámica de una clase. Igualmente, la implementación de las situaciones a-didácticas mejora la dinámica de la clase de matemáticas; la motivación y el entusiasmo, son algunas de las emociones expresadas por los estudiantes hacia el aprendizaje, dejando en evidencia la importancia de innovar, de generar desafíos y desequilibrios, para que la enseñanza de las matemáticas sea más que solo repetir los contenidos y mecanizarlos. Universidad Pedagógica y Tecnológica de Colombia 2019-02-15 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/9179 10.19053/20278306.v9.n2.2019.9179 Revista de Investigación, Desarrollo e Innovación; Vol. 9 No. 2 (2019): Enero-Junio; 333-346 Revista de Investigación, Desarrollo e Innovación; Vol. 9 Núm. 2 (2019): Enero-Junio; 333-346 2389-9417 2027-8306 spa https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/9179/7719 https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/9179/9703 Derechos de autor 2019 REVISTA DE INVESTIGACIÓN, DESARROLLO E INNOVACIÓN |
| spellingShingle | pedagogical practice; mathematics; learning; non-didactic práctica pedagógica; matemáticas; aprendizaje; situaciones a-didácticas Jiménez-Espinosa, Alfonso Sánchez-Bareño, Daysy Maite The pedagogical practice since adidactic situations in mathematics |
| title | The pedagogical practice since adidactic situations in mathematics |
| title_alt | La práctica pedagógica desde las situaciones a-didácticas en matemáticas |
| title_full | The pedagogical practice since adidactic situations in mathematics |
| title_fullStr | The pedagogical practice since adidactic situations in mathematics |
| title_full_unstemmed | The pedagogical practice since adidactic situations in mathematics |
| title_short | The pedagogical practice since adidactic situations in mathematics |
| title_sort | pedagogical practice since adidactic situations in mathematics |
| topic | pedagogical practice; mathematics; learning; non-didactic práctica pedagógica; matemáticas; aprendizaje; situaciones a-didácticas |
| topic_facet | pedagogical practice; mathematics; learning; non-didactic práctica pedagógica; matemáticas; aprendizaje; situaciones a-didácticas |
| url | https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/9179 |
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