Una perspectiva sobre la resolución de problemas en la lección de matemáticas de primaria y secundaria de la educación costarricense

Abstract

The nature of mathematics lies in the formulation of problems (vision beyond an instrumentalist and platonic character). From this concrete fact, the teaching and learning process must be directly imbued with this reality. Then, in a more detailed analysis, two levels are needed where this philosophy of solving problems in the classroom is conceived. The first, a conceptual level, where conceptions are proposed that support this philosophical basis on which the mathematical task rests. The second, a procedural or algorithmic plan, where a different vision of what is understood by algorithm or set of rules is emphasized. It extends to a vision in which the student, with the help of the teacher, reconstructs procedural elements from a problem without leaving aside a conceptual internalization of mathematical science (cognitive abilities) in any way. An extension of the scope of mathematics is made involving its relationship with other areas of knowledge and the role of a connectionist teacher. Within this perspective, the aim is for students to be able to build mental models (according to their level) that allow them to “mathematize” real situations.