Resignificar las nociones de proporcionalidad y función lineal mediante el uso de situaciones de aprendizaje desde el escenario sociocultural de la producción de panela con los estudiantes del grado noveno de la Institución Educativa Rural San Pascual del municipio de Cañasgordas

Abstract

"Since the presentation of the Mathematics Curriculum Guidelines by the Ministry of National Education (1998), until today, the concern of the educator community and the Colombian school education system has been how to bring mathematics to the classroom, that is, how to put it in context Mathematical thinking, to unfold rigid training processes. That is, where teaching - learning is done based on mathematical objects, the curriculum becomes a collection of these abstract objects and their respective definitions. Occurring that this knowledge is disarticulated from the subject to whom it is addressed, on the one hand, because it is external to its context, to its life and therefore will lack meaning for it. On the other, because it is the product of a secular transmission of ""truths"" that are not mediated by social practice, that is, this knowledge does not emerge from praxis, it excludes the subject from its construction, and therefore it is hegemonic and normative. (Reyes, 2011) It is in this sense that the present investigation is inscribed, in the investigation of pedagogical and methodological alternative movements, for the teaching of the notions of proportionality and linear function, where student learning takes place through learning situations that summon it to recreate mathematics from its environment, to become aware that this legacy of humanity is part of the individual's being, doing and know-how, in multiple contexts where it develops socially and culturally throughout life. In this order of ideas, when considering the practice of relating the magnitudes that determine the productive process of panela production through mathematical estimation, these objects are decentralized and the student will recreate the notions of proportionality and linear function, while the student discover this knowledge in its use in the utility of it, in a vital economic activity of its environment, giving meaning to this knowledge and be able to dare to argue and therefore to make it more complex, without fear of error, know how to feed it back with new procedures and concepts , that is to say, to resignify it, in such a way that they form it in the competences (mathematical communication, solution of problems and mathematical reasoning) necessary to apply this knowledge in other contexts or situations that appear to him throughout the life."