Caracterización de los procesos de objetivación en torno al concepto de patrones con estudiantes de segundo grado de la básica primaria

Abstract

The research that is presented below is concerned with inserting the concept of pattern into the second grade classroom of the Primary Basic class, which corresponds to the fact that during the first years of schooling the subject has not been explicitly addressed in Math classes. In this way, include the concept of patterns in early education and an introduction to algebra and the incorporation of variational thinking in school. To this end, the researchers have designed a proposal for intervention in the classroom, which aims to provide students with different tools in the approach of patterns such as the use of concrete material, visual representations, learning communities in the classroom, that have to do with the environment where the students are developed, among other actions that stimulate the teaching of patterns. All these actions implemented within the classroom have been designed taking into account the budgets of Radford (2006) applying the theory of objectification. In sum, the present study offers other possibilities of interaction in the classroom between the student-knowledge, opens the door to other ways of conceiving the learning of mathematics and therefore learning the concept of patterns, values and analyzes each of the Ways of thinking of the student in the construction of knowledge and allows characterizing the processes of objectification (Radford, 2006) that are presented in the course of the same, through the application of research methods inscribed in the qualitative paradigm that lead to the transformation Of reality, in which all the participants are involved in an active, dynamic, according to the context.