Navegando por Autor "VILLEGAS, Margarita"

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    Contenidos, acciones y actividades significativas en una experiencia de aprender a ensenar matematica
    (2004) VILLEGAS, Margarita; GONZALEZ, Fredy
    Based on the content analysis of the class diaries prepared by a group of students (14H and 2V) - belonging to the Integral Education program - during the classes of the subject "Methodology of Teaching Mathematics", in the period 99/1 at the Universidad Pedagógica Experimental Libertador - Núcleo Maracay, whose purpose was to identify and characterize the mathematical content, the actions and activities developed that are considered significant for their learning and later teaching when, in the future, they will perform as teachers in Basic Education. A first approximation to the results of this study reveals that among the most valuable contents are those associated with the delimitation and location of space-time through the study of geometry; (b) other disciplines, considered to belong to the art world, such as music, poetry and narrative, as they have common characteristics with mathematics, such as abstraction, complexity, analysis and symbology. On the other hand, among the actions and activities that stand out are those referring to the methodology and resources that the teacher has used as support in his classes: (a) making little use of the blackboard and chalk to teach; (b) teaching outdoors; (c) use a variety of unstructured material to teach mathematics, such as the physical structure of the classroom, steering wheels, periodicals, magazines, etc .; and (d) associating mathematics with the qualities of the teacher or teacher who administers it. Each of the students, in their reflections, expresses satisfaction for having learned to teach mathematics from the elements that make up the classroom and for having realized how everything in life has expressions that can be read considering mathematical symbology. The previous results show the need to provide pleasant experiences involving the teaching-learning of mathematics, supported by a methodology of learning to learn, with didactic resources belonging to the geographic social context of the individuals who are subjects and actors in the classroom. As a recommendation, it is suggested the establishment of an affective and conducive climate to the emerging subjectivities, with the purpose of making the teachers, in each class, allow the construction and creation of interpretations and meanings that, later, the students can extend or transfer to other contexts.