La colaboración como mediación en el aprendizaje de las matemáticas

Abstract

The present document provides information about two pedagogic experiences that were conducted within the intensive practice of two Mathematics teachers in formation. The training was carried put in Porfirio Barba Jacob school (Headquarters B) and school O. E. A. (headquarters B Antonia Santos I) both are located at the south of Bogota D.C Colombia. In these practices, we sought to encourage and develop collaborative work in students. The systematization of this experience gathered the processes of an acceleration course and two course of fourth grade. The first course was displaced people and the second course blind and low vision students. The pedagogic experience was oriented to establish strategies that allowed the collaborative learning in mathematics. To do so, the resolution of problems that were proposed, allowed to put in evidence processes that developed the capacities of reasoning and the communication, as well as the development of interpretive, argumentative and initiative skills in the elaboration of proposals. All this were under the institutionalization of resolution of these Contextualized situations. The cognitive processes were the key to generated collaborative products, and assessing the degree of collaboration among student groups. Through the explanations and manifestations given in answering the questions, the students' discussions and interventions were promoted. Those who react front of the errors and proposed solutions, made use of definitions of mathematical concepts that were extracted from the resources and materials that were provide to the group of concerns. In the process carried out in pedagogical practice. It was possible to generate professional identity around the processes, to promote collaborative learning in students through the reflection of teacher training and claiming their social responsibility. Besides, From the permanent pedagogical reflection perspective were the classroom is the means of intervention and where conditions can be created. It would be allowed the development of some mathematical processes contemplated during the sequence of activities applied and taken as a bridge for the construction of skills Which enable collaboration and teamwork.