CONGRUENCIA DE LOS ELEMENTOS DEL PLANEAMIENTO DIDÁCTICO EN EL SABER DE LA MATEMÁTICA, DESDE UNA VISIÓN SOCIO – CONSTRUCTIVISTA.

This research was carried out in five schools school in the western educaction region of Panama during 2012 and 2013.

Abstract

• Fecha de recepción, marzo 2018
• Fecha de aprobación, mayo 2018
• P´ages: 6

Its purpose was to describe whether the congruence or incongruence of the elements of didactic planning affects the knowledge of mathematics from a social-constructivist point of view. In order to do so, it was necessary to identify the levels of cognitive domains of the didactic planning; then to verify the congruence between the elements of the didactic planning.  In the same way, the objectives of the didactic planning were matched with the functions or tasks for the knowledge of mathematics (knowing, doing and being) and finally, a new curricular approach emerged called (social being approach), a new curricular design was proposed for the teaching of mathematics and methodological strategies, in order to guide teachers to design a congruent didactic planning for knowledge in mathematics.

The data resulting from the sample formed by 105 didactic planning for the mathematics course, examplifies how the incongruence of the elements of didactic planning affects the knowledge of mathematics of the primary level students (kindergarten to sixth grade) from a socio-constructivist visión. In conclution: know how was the one that was designed and corresponded in most of the didactic plans; know how to do and know how to be, are the ones that in smaller percentage were structured, limiting in 98% the socio-constructivist vision designed from the didactic plans for the knowledge of mathematics and it could be verified that most of the curricular designs of the didactic plans that were used by some teachers in the schools, did not correspond to the institutional lines of the Ministry of Education of the Republic of Panama.