La enseñanza de las matemáticas en la educación de personas adultasun modelo dialógico

Abstract

This dissertation is situated in the context of the Information Society. It provides an analysis of some of the affective and cognitive processes that influence in the development of communicative mathematics skills in the learning process, from the perspective of mathematics teaching. With the aid of the information and communication technologies situations for mathematics are proposed in order to encourage adults to seek mathematical forms to resolve said situations, in the context of dialogic learning. Learning always takes place in a social surrounding, such that intersubjective relations must also be taken into account. Prior experience, beliefs, presumptions and or stereotypes mentioned earlier are elements that are socially constructed. This does not mean that internal variables do not also intervene. Women from the group explain, for instance, about the importance of repetition in learning. Affective elements in the learning process are also emphasised. Believing in what they are doing is a fundamental ingredient in success. In contrast, when someone does not believe in what they are doing, failure is practically inevitable. This situation is expressed in issues like the experience of a block or success. People use ways of learning based on egalitarian dialogue to learn the concept of mathematical proportions. They resolve difficulties that they encounter through dialogue. A gap arises when someone in class places themselves above the rest of the people in the group; this does not resolve the difficulties and generates rejection. In contrast, in an environment of egalitarian dialogue the opposite occurs: everyone participates and constructs the mathematics ideas together. In addition, this creates meaning for them all because everyone can have ownership of these ideas and make them their own. This is the kind of situation where learning takes place."