Caracterización de los significados de las matemáticas en estudiantes de grado séptimo, bajo el contexto de la educación económica y financiera

Abstract

The objective of this research work is to characterize the meanings of mathematics that seventh grade students give when developing socially relevant activities from a context of economic and financial education, for which initially and as an important and relevant aspect of the research, The desires, expectations, dreams and illusions of the students investigated were investigated and from there proposals were generated to know the reason for their responses and to provide an introduction to a possible investigation. To develop the project, critical research was taken into account as a methodology in which through the cooperation, negotiation and deliberation of the participants, the theme was proposed to work on business projects that can be created for the benefit of the community of Facatativá, also from the desires, expectations and reality of each of the subjects, it was proposed to address each company using the modeling stages. Thus, based on the themes that arise in the class and the mathematical modeling, the researchers designed activities based on the “shark tank” program, which allowed students to create different business possibilities, describing economic and financial aspects that they consider important. for its operation. Based on the analysis of the videos taken by the researchers, the transcription of the dialogues from the sessions, analysis of some images and the proposal of categories of the meanings of mathematics by Skovsmose, Alrø and Valero (2008), the meanings were characterized. of mathematics that the seventh grade students granted when developing socially relevant activities from a context of economic and financial education, proposing emerging categories that are guided by the treatment and discourse of the students in this context. For this reason, we highlight that the emerging categories are born from the students' experiences when developing the modeling environment and fall into the meanings of mathematics from the context of economic and financial education, so in another context we are not sure of that arose in this way, with which we consider that recognizing the subjects who participated in the project allows us to go beyond the formality of the research, the other is important because it allows me to be and see myself. Students can give meaning to mathematics as an opportunity, a difficulty, an instrument, a form of criticism and a necessity for real life seen from the common and particular aspects of this research. Finally, by developing the research, findings regarding economic and financial education as a context for the development of socially relevant activities designed to strengthen society from the classroom are evident; on the other hand, the relationship between reality, the foregrounds of the participants and the meanings they can give to mathematics when working in a modeling environment.