La Teoría del andamiaje como herramienta de construcción del pensamiento matemático
This research responded to the needs expressed in various academic spaces, which are publicly visible, regarding the poor performance in national and international tests in aspects of mathematical knowledge. Therefore, it is necessary to analyze the teaching-learning processes, and more specifically...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Fundación de Estudios Superiores Comfanorte
2023-05-01
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| Series: | Mundo Fesc |
| Subjects: | |
| Online Access: | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1515 |
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| Summary: | This research responded to the needs expressed in various academic spaces, which are publicly visible, regarding the poor performance in national and international tests in aspects of mathematical knowledge. Therefore, it is necessary to analyze the teaching-learning processes, and more specifically, the construction of mathematical thinking, from an innovative and agile perspective that breaks with traditional learning patterns of repeating algorithms and implementing formulas. The concept of scaffolding is presented as a tool for knowledge appropriation, as a social way of learning and capturing mathematical knowledge, skills, and abilities. This manifest weakness is observed with concern at different educational stages, but the research focused on the teachers who teach knowledge to first-semester engineering students at Francisco de Paula Santander University, more specifically those taking Calculus I or Integral Calculus. Considering as the main objective of the research to promote the formulation of a pedagogical strategy based on scaffolding as a tool for the construction of mathematical knowledge in higher education in differential calculus students at the Francisco de Paula Santander University in Cúcuta; For this achievement, the theoretical proximities that are implemented in university training spaces must be recognized and established, likewise, the dimensions addressed by the informant teachers must be identified and based on these inputs, a pedagogical strategy must be proposed within the framework of scaffolding theory. The research was developed under a quantitative approach, at the descriptive research level and with a quasi-experimental design, with a cross-sectional or transversal methodology that consisted of four phases, the initial one that was the selection of the study group, the execution of the study that was carried out through surveys and structured interviews; a third phase that focused on the analysis of the results obtained and a final phase, where the respective results were generated. As conclusions, it can be elucidated that the most important dimensions from the teachers' perspective within the teaching-learning process of mathematical thinking were defined, characterized and weighed, and in the same way, some subdivisions were proposed that will subsequently be treated as scaffolding for the construction of mathematical thinking. |
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| ISSN: | 2216-0353 2216-0388 |