Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students
The study explores the socio-cognitive configuration in the mathematical learning of middle school students, relating cognitive processes to the social interactions that shape perceptions and performance in mathematics. A qualitative approach was adopted to delve into students' subjective exper...
- Autores:
-
PARADA CARREÑO, MARIA JOSE
Bravo Valero, Antonio José
Hernandez-Albarracín, Juan-Diego
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Universidad Simón Bolívar
- Repositorio:
- Repositorio Digital USB
- Idioma:
- eng
- OAI Identifier:
- oai:bonga.unisimon.edu.co:20.500.12442/16242
- Palabra clave:
- Configuración Sociocognitiva
Signifcaciones imaginarias
Creaciones en el aprendizaje
Interacciones sociales
Aprendizaje matemático
Sociocognitive Confguration
Imaginary Signifcations
Creations in Learning
Social Interactions
Mathematical Learning
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivs 3.0 United States
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Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students |
| dc.title.translated.spa.fl_str_mv |
Confguración sociocognitiva: signifcaciones creaciones en el aprendizaje matemático de estudiantes de educación media |
| title |
Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students |
| spellingShingle |
Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students Configuración Sociocognitiva Signifcaciones imaginarias Creaciones en el aprendizaje Interacciones sociales Aprendizaje matemático Sociocognitive Confguration Imaginary Signifcations Creations in Learning Social Interactions Mathematical Learning |
| title_short |
Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students |
| title_full |
Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students |
| title_fullStr |
Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students |
| title_full_unstemmed |
Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students |
| title_sort |
Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students |
| dc.creator.fl_str_mv |
PARADA CARREÑO, MARIA JOSE Bravo Valero, Antonio José Hernandez-Albarracín, Juan-Diego |
| dc.contributor.author.none.fl_str_mv |
PARADA CARREÑO, MARIA JOSE Bravo Valero, Antonio José Hernandez-Albarracín, Juan-Diego |
| dc.subject.spa.fl_str_mv |
Configuración Sociocognitiva Signifcaciones imaginarias Creaciones en el aprendizaje Interacciones sociales Aprendizaje matemático |
| topic |
Configuración Sociocognitiva Signifcaciones imaginarias Creaciones en el aprendizaje Interacciones sociales Aprendizaje matemático Sociocognitive Confguration Imaginary Signifcations Creations in Learning Social Interactions Mathematical Learning |
| dc.subject.keywords.eng.fl_str_mv |
Sociocognitive Confguration Imaginary Signifcations Creations in Learning Social Interactions Mathematical Learning |
| description |
The study explores the socio-cognitive configuration in the mathematical learning of middle school students, relating cognitive processes to the social interactions that shape perceptions and performance in mathematics. A qualitative approach was adopted to delve into students' subjective experiences. Meaningful interactions revealed in the classroom enhance mathematical understanding and foster critical and problem-solving skills. The socio-cognitive configuration achieved evidence that mathematical cognition is deeply affected and defined by its social context and educational practices. This study underscores the importance of integrating students' personal and collective meanings in mathematical learning to foster a holistic pedagogical approach to both the transmission of knowledge and its social and personal relevance, which transforms mathematics teaching by making it more applicable to students' real-life challenges and contexts. |
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2024 |
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2024 |
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2025-02-07T20:40:47Z |
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2025-02-07T20:40:47Z |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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info:eu-repo/semantics/article |
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Artículo científico |
| dc.identifier.citation.eng.fl_str_mv |
Parada Carreño, M. J. ., Bravo Valero, A. J. ., & Hernández Albarracín, J. D. . (2024). Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students. Data and Metadata, 3, .348. https://doi.org/10.56294/dm2024.348 |
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29534917 |
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https://hdl.handle.net/20.500.12442/16242 |
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https://doi.org/10.56294/dm2024.348 |
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Parada Carreño, M. J. ., Bravo Valero, A. J. ., & Hernández Albarracín, J. D. . (2024). Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students. Data and Metadata, 3, .348. https://doi.org/10.56294/dm2024.348 29534917 |
| url |
https://hdl.handle.net/20.500.12442/16242 https://doi.org/10.56294/dm2024.348 |
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eng |
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eng |
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Attribution-NonCommercial-NoDerivs 3.0 United States |
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AG Editor |
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PARADA CARREÑO, MARIA JOSE8e2c4a59-9573-480c-bfa9-a4c2845589a8600Bravo Valero, Antonio José5af0d7d6-ba28-4401-b068-02c7b73bef40600Hernandez-Albarracín, Juan-Diego c22935fd-612c-458d-bce7-ff21e054661f6002025-02-07T20:40:47Z2025-02-07T20:40:47Z2024Parada Carreño, M. J. ., Bravo Valero, A. J. ., & Hernández Albarracín, J. D. . (2024). Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students. Data and Metadata, 3, .348. https://doi.org/10.56294/dm2024.34829534917https://hdl.handle.net/20.500.12442/16242https://doi.org/10.56294/dm2024.348The study explores the socio-cognitive configuration in the mathematical learning of middle school students, relating cognitive processes to the social interactions that shape perceptions and performance in mathematics. A qualitative approach was adopted to delve into students' subjective experiences. Meaningful interactions revealed in the classroom enhance mathematical understanding and foster critical and problem-solving skills. The socio-cognitive configuration achieved evidence that mathematical cognition is deeply affected and defined by its social context and educational practices. This study underscores the importance of integrating students' personal and collective meanings in mathematical learning to foster a holistic pedagogical approach to both the transmission of knowledge and its social and personal relevance, which transforms mathematics teaching by making it more applicable to students' real-life challenges and contexts.El estudio explora la configuración sociocognitiva en el aprendizaje matemático de estudiantes de media, relacionando los procesos cognitivos con las interacciones sociales que moldean las percepciones y el desempeño en matemáticas. Se adoptó un enfoque cualitativo para profundizar en las experiencias subjetivas de los estudiantes. Las interacciones significativas reveladas en el aula mejoran la comprensión matemática y fomentan habilidades críticas y de resolución de problemas. La configuración sociocognitiva alcanzada evidencia que la cognición matemática es profundamente afectada y definida por su contexto social y las prácticas educativas. Este estudio subraya la importancia de integrar las significaciones personales y colectivas de los estudiantes en el aprendizaje matemático para fomentar un enfoque pedagógico holístico tanto para la transmisión del conocimiento como su relevancia social y personal, lo que transforma la enseñanza de las matemáticas haciendo que sea más aplicable a los desafíos y contextos de la vida real de los estudiantes.pdfengAG EditorAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Data and MetadataVol. 3 (2024)Configuración SociocognitivaSignifcaciones imaginariasCreaciones en el aprendizajeInteracciones socialesAprendizaje matemáticoSociocognitive ConfgurationImaginary SignifcationsCreations in LearningSocial InteractionsMathematical LearningSociocognitive configuration: meanings and creations in the mathematical learning of middle school studentsConfguración sociocognitiva: signifcaciones creaciones en el aprendizaje matemático de estudiantes de educación mediainfo:eu-repo/semantics/articleArtículo científicohttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Bandura A. Self-efficacy: the exercise of control. New York: W H Freeman & Co; 1997.Kahl S, Kopp S. Intertwining the social and the cognitive loops: socially enactive cognition for human-compatible interactive systems. Phil Trans R Soc B. 2023;378(1875):20210474. https://doi.org/10.1098/rstb.2021.0474Creswell JW. Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications; 2013.Patton MQ. Qualitative research & evaluation methods: integrating theory and practice. SAGE Publications; 2015.Cohen L, Manion L, Morrison K. Research methods in education. Routledge; 2018.Bryman A. Social research methods. Oxford University Press; 2016.Maxwell JA. Qualitative research design: an interactive approach. SAGE Publications; 2013.Silverman D. Doing qualitative research. SAGE Publications; 2017.Corbin J, Strauss A. Basics of qualitative research: techniques and procedures for developing grounded theory. SAGE Publications; 2015.Saldaña J. The coding manual for qualitative researchers. SAGE Publications; 2016.Dhakal K. NVivo. Jmla. 2022;110(2). https://doi.org/10.5195/jmla.2022.1271Ylimaki RM, Brunderman LA. Values, Culture and Context. En: Ylimaki RM, Brunderman LA, editores. Evidence-Based School Development in Changing Demographic Contexts Cham: Springer International Publishing; 2022. p. 43–53. https://doi.org/10.1007/978-3-030-76837-9_3Dressel M. Models of science and society: transcending the antagonism. Humanit Soc Sci Commun. 2022;9(1):241. https://doi.org/10.1057/s41599-022-01261-xVygotsky L. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press; 1978.Giroux H. On critical pedagogy. London: Bloomsbury Publishing; 2020.Kozlowski JS, Chamberlin SA, Mann E. Factors that Influence Mathematical Creativity. The Mathematics Enthusiast. 2019;16(1–3):505–40. https://doi.org/10.54870/1551-3440.1471Olivares D, Lupiáñez JL, Segovia I. Roles and characteristics of problem solving in the mathematics curriculum: a review. International Journal of Mathematical Education in Science and Technology 2021; 52(7):1079–96. https://doi.org/10.1080/0020739X.2020.1738579Brighenti AM, Sabetta L. Activated. Towards a sociology of reaction. European Journal of Social Theory. 2024; 13684310241230168. https://doi.org/10.1177/13684310241230167Salomon G. Cogniciones distribuidas: consideraciones psicológicas y educativas. Amorrortu; 2001.Castoriadis C. El imaginario social instituyente. Zona Erógena. 1997;35(9):1–9Cegarra J. Fundamentos teórico epistemológicos de los imaginarios sociales. Cinta de Moebio. 2012; (43). Disponible en: http://www.moebio.uchile.cl/43/cegarra.htmlPintos JL. Los imaginarios sociales: la nueva construcción de la realidad social. Editorial Sal Terrae; 1995.García-Muñoz CM, Gómez-Gallego RÁ. Aproximación epistemológica a los imaginarios sociales como categoría analítica en las ciencias sociales. Rev Guillermo Ockham. 2021;19(2):219–32. https://doi.org/10.21500/22563202.4807Murcia Peña N, Jaramillo Ocampo D. La Escuela con mayúscula: Configurando una Escuela para el re-conocimiento. Cárol Castaño Trujillo. 2017;35(9):153-178.Castoriadis C, Vicens A. La institución imaginaria de la sociedad. Tusquets; 2013Cerchiaro Ceballos E, Barras Rodríguez RA, Breidis Nayely Curiel Gómez BN, Bustamante Meza LY. Metacognición y resolución de problemas en niños escolarizados. 2021;1–23. https://doi.org/10.32457/ejep.v14i2.1570haberry M, Sieverson C. Desarrollo socio-emocional temprano y regulación emocional. Revista Médica Clínica Las Condes. 2022; 33(4):358–66. https://doi.org/10.1016/j.rmclc.2022.06.002Hernández-Albarracín JD, Ramírez-Lindarte MD, Bravo AJ. Hacia un nuevo lugar de enunciación: aportes intersubjetivos sobre la calidad de la educación en norte de Santander. Una perspectiva desde la teoría fundamentada. Análisis Político. 2023; 36(107):89–108. 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