La resolución de problemas de matemáticas : entre la esperanza de cambios en los ambientes de aprendizaje y como herramienta en el control centralizado del currículo.

This study reflects on the complex interrelation between the theory and the reality of the mathematics problem solving role (MPS) as a hypothesis in the speech of the mathematics improvement. It develops changes in the mathematics learning environment in the classroom. On the other hand, it is a tool of classification in the external tests about individual cognitive attributes of mathematic school learned by students. The reflection is done analyzing the Curricular lineaments in Colombia, the bet for solving problems as an axis of the mathematics teaching that improves changes in the development of learning procedures in order to students begin to take part in the class so the mathematics could be learned by all children and teenagers. This situation is in contrast with the real teaching and learning environment in mathematics classes and with the mathematics solving problem role as a classifier and neutral way to measure the individual cognitive attributes of students.

• Autores: García Oliveros, Gloria; Salazar Amaya, Claudia
• Tipo de recurso: Article of journal
• Fecha de publicación: 2009
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: spa
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/13854
• Acceso en línea: https://revistas.pedagogica.edu.co/index.php/NYN/article/view/10128; http://hdl.handle.net/20.500.12209/13854
• Palabra clave: Resolución de problemas; Ambientes de aprendizaje; Medio neutral de medición
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc/4.0