Impactos de la pandemia por COVID-19 en el currículo matemático: una reflexión personal
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2021 |
| Descripción: | This essay analyzes the effects of the pandemic that humanity has been experiencing since 2020, generated by COVID-19, on the mathematical curriculum. It is approached with Rico’s conception of the curriculum (1997), which consists of four dimensions: sociological, cultural- conceptual, cognitive and formative. Regarding the sociological dimension, it addresses the context in which the educational event is taking place, at home, and the role of the family in achieving learning. In relation to the cultural-conceptual dimension, it discusses where to put the focus for the development of mathematical thinking and the communication of mathematical ideas. Regarding the cognitive dimension, it proposes to pay more attention to the affect-cognition relationship, since the confinement and uncertainty situations negatively influence people and their performance; finally, in the formative dimension, he emphasizes the fact that the curriculum is built by people, particularly teachers, and what they concentrates on will be decisive for the mathematical learning achievement. Teachers who have best been able to get ahead during this pandemic are those who have managed to reflect on the reality we are experiencing and combine their reflections with all their educational knowledge in a creative and innovative way. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/48515 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/cifem/article/view/48515 |