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Appears in:
Pages: 3389-3394
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

THE SOCIO DIDÁCTICS: CONTEXTS AND MATHEMATICS COMPETENCES

A. Poblete, V. Díaz

Universidad de Los Lagos (CHILE)
The transformations that mathematics is undergoing are considered as a cultural phenomenon which plays an important role in the changes of the advancement processes of this discipline, and in the necessary regulations of its teaching.

The link between mathematics and social reality is increasingly closer and necessary in order to adequately develop the students’ capacities, a set of specific values, and a humanistic view of mathematics as accessible knowledge, promoted by a modern and progressive teaching of this discipline.
Similarly, the contextual situations or problems that arise when learning mathematics in the classroom are linked to the students’ different social realities. In these contexts, relationships between mathematical objects and students’ cognitive-affective stages can be established. It is within this socio-didactic framework that the teaching and learning of mathematics achieves further depth and development of its educational scope.

Mathematics has been defined as part of a cultural system, with culture meaning a collection of customs, rituals, beliefs, tools, etc. that belong to a group of people related to each other by an associative factor, such as the common belonging to a primitive tribe, geographical contiguity, or a common occupation (Wilder in Lolli, 2006).

According to this definition, mathematics, as any other system changes continually. Hence, the teaching contents and didactics adapt to it, for example: the hegemonic language of sets imposed by Bourbakis, undermining representational languages that contributed or refined geometric interpretation; the impact that computers reception can generate due to the visual representations, if it is not used conscientiously and adequately; the constructivist approach applied in mathematics teaching from an epistemological point of view, or ethno mathematics as a stream of scientific knowledge sociology. (Poblete & Díaz, 2012).

In the necessary regulations of mathematics teaching some aspects must be considered: the context, the students’ mistakes, the educational micro system according to Socas (2007), and other exogenous and endogenous variables of the system. In this article, we refer to the importance that contexts have when learning mathematics.
@InProceedings{POBLETE2015SOC,
author = {Poblete, A. and D{\'{i}}az, V.},
title = {THE SOCIO DID{\'{A}}CTICS: CONTEXTS AND MATHEMATICS COMPETENCES},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {3389-3394}}
TY - CONF
AU - A. Poblete AU - V. Díaz
TI - THE SOCIO DIDÁCTICS: CONTEXTS AND MATHEMATICS COMPETENCES
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 3389
EP - 3394
ER -
A. Poblete, V. Díaz (2015) THE SOCIO DIDÁCTICS: CONTEXTS AND MATHEMATICS COMPETENCES, ICERI2015 Proceedings, pp. 3389-3394.
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