Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics

The article presents the results of the project Transformation of mathematics learning from philosophy for/with children, developed at the Institución Educativa Agropecuaria el Escobal, in the municipality of Ramiriquí. The objective was to analyze the contribution of Philosophy for/with Children in...

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Tipo de recurso:
Fecha de publicación:
2022
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/11589
Acceso en línea:
https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403
https://repositorio.uptc.edu.co/handle/001/11589
Palabra clave:
teaching mathematics
teaching philosophy
childhood
philosophy for children
philosophy with children
enseñanza de las matemáticas
enseñanza de la filosofía
infancia
filosofía para niños
filosofía con niños
ensinando matemática
ensinando filosofia
infância
filosofia para crianças
filosofia com crianças
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Derechos de autor 2022 Educación y Ciencia
id REPOUPTC2_359a2be6813914a2a26df5638bb36a49
oai_identifier_str oai:repositorio.uptc.edu.co:001/11589
network_acronym_str REPOUPTC2
network_name_str RiUPTC: Repositorio Institucional UPTC
repository_id_str
dc.title.en-US.fl_str_mv Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics
dc.title.es-ES.fl_str_mv Filosofía para niños y filosofía con niños: una experiencia inspiradora a pensar las matemáticas
dc.title.pt-BR.fl_str_mv Filosofia para crianças e filosofia com crianças: uma experiência inspiradora no pensamento sobre matemática
title Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics
spellingShingle Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics
teaching mathematics
teaching philosophy
childhood
philosophy for children
philosophy with children
enseñanza de las matemáticas
enseñanza de la filosofía
infancia
filosofía para niños
filosofía con niños
ensinando matemática
ensinando filosofia
infância
filosofia para crianças
filosofia com crianças
title_short Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics
title_full Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics
title_fullStr Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics
title_full_unstemmed Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics
title_sort Philosophy for children and philosophy with children: an inspiring experience in thinking about mathematics
dc.subject.en-US.fl_str_mv teaching mathematics
teaching philosophy
childhood
philosophy for children
philosophy with children
topic teaching mathematics
teaching philosophy
childhood
philosophy for children
philosophy with children
enseñanza de las matemáticas
enseñanza de la filosofía
infancia
filosofía para niños
filosofía con niños
ensinando matemática
ensinando filosofia
infância
filosofia para crianças
filosofia com crianças
dc.subject.es-ES.fl_str_mv enseñanza de las matemáticas
enseñanza de la filosofía
infancia
filosofía para niños
filosofía con niños
dc.subject.pt-BR.fl_str_mv ensinando matemática
ensinando filosofia
infância
filosofia para crianças
filosofia com crianças
description The article presents the results of the project Transformation of mathematics learning from philosophy for/with children, developed at the Institución Educativa Agropecuaria el Escobal, in the municipality of Ramiriquí. The objective was to analyze the contribution of Philosophy for/with Children in the mathematics learning process of the participating students. The research method was qualitative with a critical-social approach. The study was developed in four moments: theoretical approach, documentation of the need, application of the experience and analysis. The results are divided into four sections: voices to think about mathematics, making thoughts and dialogues visible; a space for emancipation and autonomy, which exposes interests and ways of understanding mathematics; the care of oneself, of the other and of the other present in mathematics and philosophy makes factors implicit in the mathematical situations presented visible; the learning communities. An experience with mathematics emphasizes collaborative work, philosophical dialogue, questioning and investigating. In conclusion, it is possible to strengthen the learning process of mathematics through philosophizing.
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2024-07-05T18:24:40Z
dc.date.available.none.fl_str_mv 2024-07-05T18:24:40Z
dc.date.none.fl_str_mv 2022-07-11
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403
10.19053/0120-7105.eyc.2022.26.e13403
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/11589
url https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403
https://repositorio.uptc.edu.co/handle/001/11589
identifier_str_mv 10.19053/0120-7105.eyc.2022.26.e13403
dc.language.none.fl_str_mv spa
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403/11944
https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403/11946
https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403/12868
https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403/11945
dc.rights.es-ES.fl_str_mv Derechos de autor 2022 Educación y Ciencia
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Derechos de autor 2022 Educación y Ciencia
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
text/html
text/xml
application/epub+zip
dc.publisher.es-ES.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.es-ES.fl_str_mv Educación y Ciencia; Vol. 26 (2022); e13403
dc.source.none.fl_str_mv 2805-6655
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
_version_ 1839633824888127488
spelling 2022-07-112024-07-05T18:24:40Z2024-07-05T18:24:40Zhttps://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/1340310.19053/0120-7105.eyc.2022.26.e13403https://repositorio.uptc.edu.co/handle/001/11589The article presents the results of the project Transformation of mathematics learning from philosophy for/with children, developed at the Institución Educativa Agropecuaria el Escobal, in the municipality of Ramiriquí. The objective was to analyze the contribution of Philosophy for/with Children in the mathematics learning process of the participating students. The research method was qualitative with a critical-social approach. The study was developed in four moments: theoretical approach, documentation of the need, application of the experience and analysis. The results are divided into four sections: voices to think about mathematics, making thoughts and dialogues visible; a space for emancipation and autonomy, which exposes interests and ways of understanding mathematics; the care of oneself, of the other and of the other present in mathematics and philosophy makes factors implicit in the mathematical situations presented visible; the learning communities. An experience with mathematics emphasizes collaborative work, philosophical dialogue, questioning and investigating. In conclusion, it is possible to strengthen the learning process of mathematics through philosophizing.El artículo presenta los resultados del proyecto Transformación del aprendizaje de las matemáticas desde filosofía para/con niños, desarrollado en la Institución Educativa Agropecuaria el Escobal, del municipio de Ramiriquí. El objetivo fue analizar la contribución de Filosofía para/con Niños en el proceso de aprendizaje de las matemáticas en los estudiantes participantes. El método de investigación fue cualitativo con un enfoque critico-social. El estudio se desarrolló en cuatro momentos: acercamiento teórico, documentación de la necesidad, aplicación de la experiencia y análisis. Los resultados están divididos en cuatro aparatados: voces para pensar las matemáticas, permite visibilizar los pensamientos y diálogos; un espacio para la emancipación y la autonomía, que expone intereses y formas de comprender las matemáticas; el cuidado de si, del otro y de lo otro presente en las matemáticas y la filosofía hace visibles factores implícitos en las situaciones matemáticas planteadas; las comunidades de aprendizaje. Una experiencia con las matemáticas enfatiza en el trabajo colaborativo, el diálogo filosófico, el preguntar e investigar. En conclusión, es posible fortalecer el proceso de aprendizaje de las matemáticas por medio del filosofar.O artigo apresenta os resultados do projeto Transformação da aprendizagem da matemática a partir da filosofia para/ com as crianças, desenvolvido na Institución Educativa Agropecuaria el Escobal, no município de Ramiriquí. O objetivo era analisar a contribuição da Filosofia para/ com as crianças no processo de aprendizagem da matemática dos estudantes participantes. O método de pesquisa foi qualitativo com uma abordagem sócio-crítica. O estudo foi desenvolvido em quatro etapas: abordagem teórica, documentação da necessidade, aplicação da experiência e análise. Os resultados são divididos em quatro seções: vozes para pensar a matemática, o que torna visíveis pensamentos e diálogos; um espaço de emancipação e autonomia, que expõe interesses e formas de entender a matemática; o cuidado com o eu, o outro e o outro presente na matemática e na filosofia torna visíveis fatores implícitos nas situações matemáticas levantadas; as comunidades de aprendizagem. Uma experiência com a matemática enfatiza o trabalho colaborativo, o diálogo filosófico, o questionamento e a investigação. Em conclusão, é possível fortalecer o processo de aprendizagem da matemática através da filosofização.application/pdftext/htmltext/xmlapplication/epub+zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403/11944https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403/11946https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403/12868https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/13403/11945Derechos de autor 2022 Educación y Cienciahttp://purl.org/coar/access_right/c_abf2Educación y Ciencia; Vol. 26 (2022); e134032805-6655teaching mathematicsteaching philosophychildhoodphilosophy for childrenphilosophy with childrenenseñanza de las matemáticasenseñanza de la filosofíainfanciafilosofía para niñosfilosofía con niñosensinando matemáticaensinando filosofiainfânciafilosofia para criançasfilosofia com criançasPhilosophy for children and philosophy with children: an inspiring experience in thinking about mathematicsFilosofía para niños y filosofía con niños: una experiencia inspiradora a pensar las matemáticasFilosofia para crianças e filosofia com crianças: uma experiência inspiradora no pensamento sobre matemáticainfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Piracoca, YuliMariño, Liliana001/11589oai:repositorio.uptc.edu.co:001/115892025-07-18 11:11:38.319metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

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