Emotions in the mathematics knowledge’s desertion
The natural wearing out of students has become one of the most worrying problems for universities, but underlies another, dropping out of mathematical knowledge, which is one of the causes of the first. The mathematics learning occurs mainly in class and there is where the concept interstructuring,...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6804
- Fecha de publicación:
- 2010
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13272
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1091
https://repositorio.uptc.edu.co/handle/001/13272
- Palabra clave:
- Semiosphere
Mathematics
Learning
Emotion
Knowledge
Desertion
semiosfera
matemática
aprendizaje
emoción
deserción escolar
conocimiento
Demisphère
Mathématiques
Apprentissage
Emotion
Désertion scolaire
Connaissance.
Semi-oosfera
Matemática
Aprendizagem
Emoção
Deserção escolar
conhecimento.
- Rights
- License
- http://purl.org/coar/access_right/c_abf305
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Emotions in the mathematics knowledge’s desertion |
| dc.title.es-ES.fl_str_mv |
Las emociones en la deserción del conocimiento matemático |
| dc.title.fr-FR.fl_str_mv |
Les emotions dan la desertion de la connaissance mathematique2 |
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As emoções na deserção do conhecimento matemático |
| title |
Emotions in the mathematics knowledge’s desertion |
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Emotions in the mathematics knowledge’s desertion Semiosphere Mathematics Learning Emotion Knowledge Desertion semiosfera matemática aprendizaje emoción deserción escolar conocimiento Demisphère Mathématiques Apprentissage Emotion Désertion scolaire Connaissance. Semi-oosfera Matemática Aprendizagem Emoção Deserção escolar conhecimento. |
| title_short |
Emotions in the mathematics knowledge’s desertion |
| title_full |
Emotions in the mathematics knowledge’s desertion |
| title_fullStr |
Emotions in the mathematics knowledge’s desertion |
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Emotions in the mathematics knowledge’s desertion |
| title_sort |
Emotions in the mathematics knowledge’s desertion |
| dc.subject.en-US.fl_str_mv |
Semiosphere Mathematics Learning Emotion Knowledge Desertion |
| topic |
Semiosphere Mathematics Learning Emotion Knowledge Desertion semiosfera matemática aprendizaje emoción deserción escolar conocimiento Demisphère Mathématiques Apprentissage Emotion Désertion scolaire Connaissance. Semi-oosfera Matemática Aprendizagem Emoção Deserção escolar conhecimento. |
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semiosfera matemática aprendizaje emoción deserción escolar conocimiento |
| dc.subject.fr-FR.fl_str_mv |
Demisphère Mathématiques Apprentissage Emotion Désertion scolaire Connaissance. |
| dc.subject.pt-BR.fl_str_mv |
Semi-oosfera Matemática Aprendizagem Emoção Deserção escolar conhecimento. |
| description |
The natural wearing out of students has become one of the most worrying problems for universities, but underlies another, dropping out of mathematical knowledge, which is one of the causes of the first. The mathematics learning occurs mainly in class and there is where the concept interstructuring, the network of relationships, emotions, attitudes and beliefs among the known and the new, acquire a meaning and where the student learns. This research investigates the relationship between emotions and mathematics’ learning in students at the Geological Engineering Program of the UPTC. Through the case study and the “Theoretically informed” approach is shown the intricate relationship between emotionality and the construction of mathematical structures. Weconclude that emotions, especially negative ones arise because of the inability to achieve a cognitive balance, leading the student to change his action domain, preventing the construction of mathematical knowledge. It is emphasized that these negative emotions have different origin, especially those generated by beliefs about mathematics and the unfortunate attitude of teachers. |
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2010 |
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2024-07-05T19:03:51Z |
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2024-07-05T19:03:51Z |
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2010-01-03 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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https://repositorio.uptc.edu.co/handle/001/13272 |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1091/1090 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 1 No. 1 (2010): Investigación y Pedagogía; 191-216 |
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Praxis & Saber; Vol. 1 Núm. 1 (2010): Investigación y Pedagogía; 191-216 |
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Praxis & Saber; Vol. 1 No 1 (2010): Investigación y Pedagogía; 191-216 |
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Praxis & Saber; V. 1 N. 1 (2010): Investigación y Pedagogía; 191-216 |
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Praxis & Saber; v. 1 n. 1 (2010): Investigación y Pedagogía; 191-216 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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2010-01-032024-07-05T19:03:51Z2024-07-05T19:03:51Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1091https://repositorio.uptc.edu.co/handle/001/13272The natural wearing out of students has become one of the most worrying problems for universities, but underlies another, dropping out of mathematical knowledge, which is one of the causes of the first. The mathematics learning occurs mainly in class and there is where the concept interstructuring, the network of relationships, emotions, attitudes and beliefs among the known and the new, acquire a meaning and where the student learns. This research investigates the relationship between emotions and mathematics’ learning in students at the Geological Engineering Program of the UPTC. Through the case study and the “Theoretically informed” approach is shown the intricate relationship between emotionality and the construction of mathematical structures. Weconclude that emotions, especially negative ones arise because of the inability to achieve a cognitive balance, leading the student to change his action domain, preventing the construction of mathematical knowledge. It is emphasized that these negative emotions have different origin, especially those generated by beliefs about mathematics and the unfortunate attitude of teachers.La deserción física de los estudiantes se ha convertido para las universidades en uno de los problemas más preocupantes, y una de sus causas es la deserción del conocimiento matemático. El aprendizaje de las matemáticas ocurre fundamentalmente en clase, allí es donde la interestructuración de conceptos, la red de relaciones, emociones, actitudes y creencias entre lo conocido y lo nuevo adquieren sentido, y donde el estudiante aprende. Este artículo expone algunos resultados de una investigación que indagó sobre la relación entre las emociones y el aprendizaje de las matemáticas en estudiantes del Programa de Ingeniería Geológica de la Uptc. Mediante estudio de caso y con el enfoque “teóricamente informado” se muestra la intrincada relación entre la emocionalidad y la construcción de estructuras matemáticas. Se concluye que las emociones, especialmente las negativas, surgen ante la imposibilidad de conseguir el equilibrio cognitivo, lo que lleva a que el estudiante cambie su dominio de acción, impidiéndole la construcción del conocimiento matemático. Se destaca que esas emociones negativas tienen diverso origen, especialmente las generadas por las propias creencias sobre la matemática y por la actitud poco afortunada de los docentes.La désertion physique des étudiants est devenue, pour les universités, un des problèmes les plus préoccupants, et une de ses causes est la désertion de la connaissance mathématique. L’apprentissage des mathématiques a lieu dans la classe , c’est l’espace où de divers processus tels que l’interstructuration des concepts, le réseau des relations, des émotions, des attitudes et des croyances entre le connu et le nouveau acquièrent du sens. C’est aussi le lieu où l’étudiant apprend. Cet article expose quelques résultats d’une recherche qui a indagué sur la relation entre les émotions et l’apprentissage des mathématiques chez les étudiants du programme de Génie Géologique à l’UPTC. A travers l’étude des cas et avec l’approche « théoriquement informée », on montre l’intriquée relation entre l’émotivité et la construction des structures mathématiques On conclut que les émotions, spécialement les négatives, surgissent devant l’impossibilité de trouver un équilibre cognitif, ce que amène l’étudiant `a changer son contrôle de l’action, en lui empêchant la construction de la connaissance mathématique. On remarque que ces émotions négatives ont des origines diverses, spécialement celles générées par les propres croyances sur la mathématique et pour l’attitude peu fortunée des enseignants.A deserção física dos alunos têm-se convertido para as universidades em um dos problemas mais difíceis, e uma das causas é a deserção do conhecimento matemático. A aprendizagem da matemática ocorre fundamentalmente na sala de aula, é ali onde a interestruturação de conceitos, a rede de relações, emoções, atitudes e crenças entre o conhecido e o novo ganham sentido, e onde o aluno aprende. Este artigo expõe alguns resultados da pesquisa que indagou sobre a relação entre as emoções e a aprendizagem da matemática em alunos do Programa de Engenharia Geológica da Uptc. Mediante o estudo de caso e com o método “teoricamente informado” mostra-se a intrincada relação entre as emoções e a construção de estruturas matemáticas. Concluiu-se que as emoções, especialmente as negativas, aparecem diante a impossibilidade de os alunos conseguirem o equilíbrio cognitivo, o que leva ele a mudar seu domínio de ação, impedindo-lhe a construção do conhecimento matemático. Destaca-se que essas emoções negativas têm origem diversa, especialmente as produzidas pelas próprias crenças sobre a matemática e pela atitude pouco afortunada dos professores.application/force-downloadspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1091/1090Praxis & Saber; Vol. 1 No. 1 (2010): Investigación y Pedagogía; 191-216Praxis & Saber; Vol. 1 Núm. 1 (2010): Investigación y Pedagogía; 191-216Praxis & Saber; Vol. 1 No 1 (2010): Investigación y Pedagogía; 191-216Praxis & Saber; V. 1 N. 1 (2010): Investigación y Pedagogía; 191-216Praxis & Saber; v. 1 n. 1 (2010): Investigación y Pedagogía; 191-2162462-86032216-0159SemiosphereMathematicsLearningEmotionKnowledgeDesertionsemiosferamatemáticaaprendizajeemocióndeserción escolarconocimientoDemisphèreMathématiquesApprentissageEmotionDésertion scolaireConnaissance.Semi-oosferaMatemáticaAprendizagemEmoçãoDeserção escolarconhecimento.Emotions in the mathematics knowledge’s desertionLas emociones en la deserción del conocimiento matemáticoLes emotions dan la desertion de la connaissance mathematique2As emoções na deserção do conhecimento matemáticoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6804http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a388http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf305http://purl.org/coar/access_right/c_abf2Jiménez Espinosa,, AlfonsoPérez Martínez, Ana Mercedes001/13272oai:repositorio.uptc.edu.co:001/132722025-07-18 11:44:11.507metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |