Enseñanza de la geometría en el nivel primario: un estado del arte que busca nuevas luces para el contexto actual
Date
2023-02-09
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Pontificia Universidad Católica del Perú
Abstract
El contexto generado por la pandemia del coronavirus ha puesto en evidencia la
necesidad de una renovación de ideas en relación al proceso de
enseñanza-aprendizaje. En el área de matemática, esta situación se ha tornado
más crítica pues, a lo largo de los años la presencialidad se ha vuelto
indispensable para la enseñanza de esta área. En consecuencia, hemos
experimentado la necesidad de innovar nuestras prácticas pedagógicas; sin
embargo, para ello es necesario recuperar los principales aportes teóricos en
torno a esta. El presente estado del arte, tiene como finalidad recoger y analizar
los principales aportes teóricos para la enseñanza de la Geometría. Ello, será
desarrollado en función al principal referente teórico en la didáctica de esta parte
de la matemática, el modelo de Van Hiele. De este modo, con todos estos
aportes podemos adquirir una mayor cantidad de herramientas en este proceso
de innovación pedagógica. En la investigación se ha logrado identificar que a pesar
del nivel de exactitud del modelo de Van Hiele, existen algunos aspectos que no han
sido desarrollados a profundidad pues, el contexto en el que surgió el modelo es
diferente al actual. Por ello, en conjunto de estos referentes teóricos he logrado
establecer un conjunto de aportes que servirán como punto de partida en la
planificación de actividades de aprendizaje para el desarrollo del pensamiento
geométrico.
The context generated by the coronavirus pandemic has highlighted the need for a renewal of ideas in relation to the teaching-learning process. In the area of mathematics, this situation has become more critical because, over the years, face-to-face attendance has become essential for teaching this area. Consequently, we have experienced the need to innovate our pedagogical practices; However, for this it is necessary to recover the main theoretical contributions around it. The present state of the art aims to collect and analyze the main theoretical contributions for the teaching of geometry. This will be developed based on the main theoretical reference in the didactics of this part of mathematics, the Van Hiele model. In this way, with all these contributions we can acquire a greater number of tools in this process of pedagogical innovation. The research has managed to identify that despite the level of accuracy of the Van Hiele model, there are some aspects that have not been developed in depth, since the context in which the model arose is different from the current one. Therefore, together with these theoretical references I have managed to establish a set of contributions that will serve as a starting point in the planning of learning activities for the development of geometric thinking.
The context generated by the coronavirus pandemic has highlighted the need for a renewal of ideas in relation to the teaching-learning process. In the area of mathematics, this situation has become more critical because, over the years, face-to-face attendance has become essential for teaching this area. Consequently, we have experienced the need to innovate our pedagogical practices; However, for this it is necessary to recover the main theoretical contributions around it. The present state of the art aims to collect and analyze the main theoretical contributions for the teaching of geometry. This will be developed based on the main theoretical reference in the didactics of this part of mathematics, the Van Hiele model. In this way, with all these contributions we can acquire a greater number of tools in this process of pedagogical innovation. The research has managed to identify that despite the level of accuracy of the Van Hiele model, there are some aspects that have not been developed in depth, since the context in which the model arose is different from the current one. Therefore, together with these theoretical references I have managed to establish a set of contributions that will serve as a starting point in the planning of learning activities for the development of geometric thinking.
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Matemáticas--Estudio y enseñanza (Primaria), Geometría--Estudio y enseñanza, Educación primaria--Investigaciones
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