A. Parra Mazuera, J.J. Cardozo Vásquez

Universidad Nacional de Colombia (COLOMBIA)
In the actual world we found ourselves with a knowledge culture which demands competence development in all basic areas. Math is a transversal area of every knowledge and is base a language for every student, they should learn to interpret it, to develop it, and know how to use it for communication in every science and technology of their country.

In Colombia, in comparison to the rest of countries and knowing the results of the PISA tests the past 2013, we have a severe lack of education showing the worst scores in all areas, and one other worst results in math, leaving us in 62nd place, even among Latin America stuck in penultimate place. These numbers indicate the urgent change in the actual teaching mode in which should be top priority the development of math competences and allow it to fulfill the basic standards.

As this project basis, the share of the solution is given in the creation and development of didactic tools of objective and/or spacial perspective that allow the introduction of different ways for the student to interact with the knowledge, the teacher towards the student and the reinforcement of the student, knowledge, teacher relationship, in which the teacher is a guide in the autonomous conceptualization the students exert on the knowledge and then relate and internalize these concepts with their environment by themselves potentiating their competences.

Working hand by hand with the interdisciplinarity and approaching from the industrial design as designer discipline it involves every user, direct and indirect, in the solution and gives them participation in the project development, for this motive we apply data mining methodologies that take into account the needs of every single part. We realize initial polls among the teachers and in those polls they can determine which is the specific theme which is hardest for students in terms of teaching and interpreting, theme that affects future themes learning, all of this based on the teachers everyday experience. After deciding which theme to intervene, a design process is made from the participating design methodologies in which the students and also the teachers help and intervene in the joint construction of the material that adjusts to their needs and allows to fulfill the learning objectives for the elementary bases. Finally it comes to the elaboration of use prototypes looking to validate that said objectives are accomplished and that it exists a true interaction change and this interaction propose a knowledge manipulation achieving cognitive reactions in the math learning process, allowing it to last in the mind and practice of the students.