La emergencia del pensamiento proporcional durante la actividad matemática de estudiantes de quinto grado en un aula mediada por una ética de orientación comunitaria

Abstract

For more than sixty years, research has been carried out on proportional thinking in the field of Mathematics Education. During this time, Piaget's research on the subject has influenced many authors, who consider mathematical thinking with a certain orientation towards the individual who learns (Kantian subject) and arises from a certain vision of the human being inherited in education from other social areas. This individual construct or recreates the knowledge associated with proportional thinking, which leads, according to a dialectical materialist vision, to two kinds of alienation: by the product of the activity (knowledge) and by the activity of learning itself. Furthermore, the study of proportional thinking has forgotten the issue of subjectivity in the classroom. Therefore, from a multimodal research perspective on human cognition, we ask ourselves: What relationships link the forms of social interaction that promote a community-oriented ethic and the emergence of proportional thinking in a fifth-grade classroom of Primary Education? The analysis carried out is based on the dialectical method. A central axis of this method is to conceive that all phenomena must be studied as processes in constant movement and change, articulated as an organic whole. The results of our research offer a broader view of proportional thinking in fifth grade, identifying classroom conditions that favor human collaboration and the impact of non-alienating social interactions on the emergence of forms of proportional thinking.