Conocer reflexivo en acción: explorando las características en un ambiente de aprendizaje sobre una situación económica financiera

Abstract

This master thesis aims to identify the characteristics of reflective knowing in the context of an economic-financial situation developed in a learning environment, using a socio-critical perspective. It focuses on key concepts such as critical mathematics education, mathematical literacy, mathematical modeling and, specifically, the characteristics of reflective knowing (thinking about the other, practice with mathematics, collectivity, and critical and mathematical reading). To achieve this purpose, a work is carried out with students in the ninth grade of high school, who are between 15 and 16 years old, where a financial economic situation is constructed. The context, the situation developed, what could have happened and the production of data are presented through the situations and processes of the research from the critical perspective proposed by Skovsmose and Borba (2004). The information is collected through audio recordings, field notes and presentations made by the students, and then analyzed in light of the characteristics of reflective knowing. As a result of the analysis, we identified some indicators that suggest whether the characteristics of reflective knowing are developed in the learning environment in relation to the financial economic situation, highlighting some as constant and transversal, while others are more superficial and ephemeral. Finally, as a consequence of the research, the possibility of deepening the proposed indicators in other types of learning environments is open.