Números que viajan, realidades que cambian: Experiencia virtual de enseñanza matemática en comunidades de Arauca, Norte de Santander y Meta

Abstract

This report documents an internship focused on Critical Mathematics Education (CME) in rural areas of Norte de Santander, Meta, and Arauca affected by armed conflict. The project, aimed at children aged 8 to 12, sought to redefine mathematics as a language for understanding and questioning social reality, moving beyond the view of mere numbers and formulas. Through a virtual learning space, real-life situations were connected to fundamental rights (identity, equality, mutual respect) and emotional management.

The methodology employed was Participatory Action Research. Following an initial characterization, virtual interventions were designed and implemented, intertwining human rights and mathematical content, fostering social justice as a principle for reflection. Analysis, based on various systematization tools, demonstrated that linking mathematics with the social environment strengthens comprehension, critical analysis, and citizenship. The internship confirms that virtuality acts as a pedagogical bridge, allowing the cultivation of innovative and deeply human educational experiences in territories marked by adversity.