Colaboración en matemáticas: Adoptando una perspectiva sociocultural

• Roberta Hunter ^[1] ; Marta Civil ^[2]
  1. [1] Massey University

     Massey University

     Nueva Zelanda

     
  2. [2] University of Arizona

     University of Arizona

     Estados Unidos

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 19, 2021, págs. 7-20
• Idioma: español
• DOI: 10.35763/aiem.v0i19.413
• Títulos paralelos:
  • Collaboration in mathematics:Takinga sociocultural perspective
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Actualmente, tanto la investigación como la práctica reconocen la importancia de que los estudiantes colaboren para desarrollar una comprensión profunda de las matemáticas. En este artículo nos basamos en una perspectiva sociocultural para mostrar cómo un enfoque situacional centrado en las fortalezas se puede aplicar para resaltar las diferentes formas en las que los estudiantes con orígenes en tradiciones colectivistas participan de manera constructiva en interacciones matemáticas. Como un tema clave de equidad, los estudiantes con orígenes en tradiciones colectivistas deben tener la oportunidad de expandir sus repertorios de práctica para poder adaptarse de manera flexible a cualquier contexto de aprendizaje. Los dos casos presentados, basados en dos contextos geográficos, muestran el papel central del concepto de familia para estos estudiantes -‘familia’ o ‘whānau’- como concepto colectivo de individuos que trabajan juntos no como individuos sino como una unidad.

  • English

    The importance of learners collaborating to construct deep mathematical understandings has been increasingly recognized in research and practice in recent times. In this paper we draw on a sociocultural perspective to show how a situative strength-based approach can be usefully applied to highlight thedifferent ways in which learners from backgrounds withincollectivist traditions participateconstructivelyin mathematical interactions.As a key equity issue,learners from backgrounds in collectivist traditions should have the opportunityto expand their repertoires of practice so that they can flexibly adapt to any learning context. The two casespresented,from two geographic regions,both illustratethe central role the concept of family has for these learners-‘familia’or ‘whānau’-as a collective concept of individuals working together not as individuals but rather as oneunit.

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