ANALYSIS OF DIDACTIC OBSTACLES IN MATHEMATICS EDUCATION IN BASIC SECONDARY EDUCATION IN COLOMBIA
Main Article Content
Abstract
A thorough analysis of the didactic obstacles in the field of mathematics education in basic secondary education in Colombia is of vital importance to fully understand the challenges inherent in this educational field. By conducting a thorough study of the curricula and curricula used in this area, it is possible to accurately identify how these obstacles influence the learning process of mathematics. In addition, it is essential to explore and carefully examine didactic theories in mathematics, in order to highlight the most effective tools and strategies to overcome these obstacles. In this sense, the use of educational technologies is presented as a key strategy to facilitate the process of teaching and learning mathematics.
It is essential to propose concrete and practical measures, based on the evidence collected, that allow for substantial improvement in the teaching of mathematics in this particular educational context. It is essential to take into account the various factors that contribute to the presence of didactic obstacles, such as comprehension difficulties, lack of motivation, cultural and social barriers, among others. Only through a comprehensive and multidimensional approach can effective pedagogical strategies be implemented that foster students' enthusiasm and understanding of mathematics.
In conclusion, the analysis of didactic obstacles in mathematics education in basic secondary education in Colombia plays a fundamental role in improving the quality of education in this field. Only through a deep understanding and accurate identification of these obstacles, we will be able to overcome them and pave the way towards a more effective and enriching mathematics teaching and learning process for all students involved.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Alvarez, W. C., Bermudez, G. L., Olmedo, M. F., & Verbel, J. M. (2021). Conditioning factors of the didactic obstacles associated with the general knowledge of the mathematics teacher in the teaching-learning process of the Valduparense region. Revista Boletín Redipe, 10(11), 261-275. redipe.org
Bächler Silva, R. & Pozo-Municio, J. I. (2020). How are emotions and teaching-learning processes related? The conceptions of primary education teachers. Limit (Arica). scielo.cl
Basar, Z. M., Mansor, A. N., Jamaludin, K. A., & Alias, B. S. (2021). The effectiveness and challenges of online learning for secondary school students–A case study. Asian Journal of University Education, 17(3), 119-129. mohe.gov.my
Bohorquez Lambraño, Y. A. & Perez Casiani, J. (2021). Flipped classroom as a strategy to promote significant learning in mathematics in elementary school students. cuc.edu.co
Chacón, L. P. C., Herrera, D. G. G., Encalada, S. C. O., & Álvarez, J. C. E. (2020). Motivation in the learning of mathematics: Perspective of high school students. Interdisciplinary Refereed Journal Koinonia, 5(1), 488-507. unirioja.es
Daza-Damian, G. J., & Souto, R. M. A. (2022). Meanings and senses attributed to school practice by students who complete their bachelor's degree in mathematics: The cases of Brazil and Colombia. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, 24(3), 355-392. pucsp.br
Dumulescu, D., Pop-Păcurar, I., & Necula, C. V. (2021). Learning Design for Future Higher Education–insights from the time of COVID-19. Frontiers in Psychology. frontiersin.org
Fernández-Hernández, F. J., & Andrade-Escobar, L. (2021). Statistical education in the light of critical mathematics education. Colombian Journal of Education, (83). scielo.org.co
Hofmeister, C. & Pilz, M. (2020). Using e-learning to deliver in-service teacher training in the vocational education sector: Perception and acceptance in poland, Italy and Germany. Education Sciences. mdpi.com
Ihnatova, O., Zhovnych, O., & Drobakha, L. (2022). The effectiveness of blended learning in english teacher training. Journal of Teaching English for Specific and Academic Purposes, 377-388. ni.ac.rs
Manjarrés, C. A., Ortega, T. T., de Oro, M. P. P., & Movilla, J. G. S. (2021). Articulation of ICT in teachers in training in mathematics education. Free Opinion, (29), 1. unirioja.es
Vargas, J. J. T., de Espinosa, I. P. L., & Tristán, J. M. B. (2022). Analysis of the figure of the teacher in times of postmodernism. HUMAN REVIEW. International Humanities Review/Revista Internacional de Humanidades, 13(1), 1-13. eagora.org
Vásquez, C. & Cabrera, G. (2022). Statistics and probability in mathematics curricula in early childhood and primary education in six countries representative in the field. Mathematics education. scielo.org.mx
Yasmin, H., Khalil, S., & Mazhar, R. (2020). COVID 19: Stress management among students and its impact on their effective learning. International technology and education journal, 4(2), 65-74. dergipark.org.tr