Publication: Toma de conciencia de la actividad emocional en el aprendizaje de la matemática: Una perspectiva para el tratamiento de la diversidad
Loading...
Full text at PDC
Publication Date
1999
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Graó
Citations
Exportar
Abstract
Los afectos hacia las matemáticas forman un sistema regulador de la estructura de conocimiento del estudiante, dentro del cual el individuo actúa, piensa, y orienta su ejecución. La intencionalidad de este artículo es doble: de una parte, poner de relieve algunos de los factores afectivos que influyen en la calidad del aprendizaje matemático de los estudiantes y son determinantes de su fracaso escolar y, por otra, presentar instrumentos que un profesor puede utilizar en el aula para diagnosticar la interrelación cognición y afecto. Además, argumentaremos sobre la necesidad de considerar modelos de enseñanza y aprendizaje que tienen en cuenta la dimensión emocional y sociocontextual de los estudiantes.
The affections towards Maths form a regulating system for the students'structure of knowledge, within which the individual acts, thinks and orientates its use. The intention of this article is double: on the one hand it aims at underlying some of the emotional factors that influence in the quality of mathematical learning of the students and are determinate in their school failure. On the other hand, it presents instruments that a teacher can use in the classroom to diagnose the interrelationship between cognition and affection. We argue about the need to consider teaching and learning models that take the emotional dimension and the social context of the students into account.
The affections towards Maths form a regulating system for the students'structure of knowledge, within which the individual acts, thinks and orientates its use. The intention of this article is double: on the one hand it aims at underlying some of the emotional factors that influence in the quality of mathematical learning of the students and are determinate in their school failure. On the other hand, it presents instruments that a teacher can use in the classroom to diagnose the interrelationship between cognition and affection. We argue about the need to consider teaching and learning models that take the emotional dimension and the social context of the students into account.