Situaciones de aprendizaje para desarrollar el sentido socioafectivo: Contribuyendo a formar personas desde la educación matemática
We explore the important role of mathematics in educating people who, in addition to being mathematically competent, have positive attitudes towards mathematical challenges and error management and, more generally, who can establish positive relationships with themselves and their environment. Consi...
| Authors: | , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2023 |
| Country: | España |
| Institution: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repository: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/23971 |
| Online Access: | http://hdl.handle.net/10256/23971 |
| Access Level: | Open access |
| Keyword: | Matemàtica -- Educació infantil Mathematics -- Education, Preschool Matemàtica -- Educació primària Mathematics -- Study and teaching (Primary) Matemàtica -- Ensenyament Mathematics -- Study and teaching |
| Summary: | We explore the important role of mathematics in educating people who, in addition to being mathematically competent, have positive attitudes towards mathematical challenges and error management and, more generally, who can establish positive relationships with themselves and their environment. Considering this purpose, this article is structured in two parts: first, the socio-affective sense is characterised on the basis of a review of the literature and the Spanish curriculum, analysing the specific competences, assessment criteria and knowledge of early childhood and primary school; second, a learning situation is conceptualised and two examples are presented for early childhood and primary school, respectively: What is our mathematical work like and what aspects should we improve (5-6 years); and What emotions do we feel when we travel to the land of mathematics (9-11 years)? It is concluded that it is necessary to continue investigating how to introduce and analyse the socio-emotional axis in the classroom so that it can be used both by teachers to improve their practices and by pupils for guiding and redirecting socio-emotional aspects |
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