Acciones docentes que posibilitan una dinámica inclusiva en la clase de matemáticas en relación con la diferencia

Abstract

This monograph arises from the experiences as teachers in training, where gaps in mathematics learning among tenth grade students are evidenced, especially in a public school in the southeast of Bogota, associated with social problems in their environment and the differences they generate in the subjectivities of the students. The research focuses on the role of the school in the construction of difference and the search for inclusive dynamics, identifying social aspects that influence mathematical learning in order to propose inclusive teaching actions. Carried out at the Gerardo Paredes School, site A, with ninth grade students, it integrated activities such as mapping exercises and analysis of social problems with a mathematical approach. It highlights the need to rethink the connection between mathematics and the subjective differences of students, promoting critical thinking and establishing meaningful connections with real situations. It advocates an educational transformation that recognizes difference as central in this process, and highlights the importance of adopting pedagogical strategies that link mathematics with critical reflection and analysis of everyday problems, thus overcoming the limitations of the traditional curriculum to build a collaborative and enriching learning environment for all.