Teach constructively algebra. Narrative of an experience
DOI:
https://doi.org/10.17561/aev22n1.9Keywords:
Constructivism, adolescence, previous knowledge, experienciesAbstract
The purpose of this work is to narrate the experiences lived in a secondary education classroom through the implementation of a proposal to teach algebra based on the constructivist approach. The purpose of the proposal was to break down preconceptions of traditional teaching in order to achieve meaningful learning, abandon the role of teacher as a guide to become a companion in the construction of knowledge. Findings suggest that students participate spontaneously when algebra is taught constructively, the fear to make mistakes is reduced and, additionally, they understand more and are enthusiastic about the experiential exercises. We invite readers, especially teachers, to reflect together with us on the experiences lived during the process.
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References
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CAPÍTULO DE LIBRO
Coll C. y Solé, I. (1990). La interacción profesor/alumno en el proceso de enseñanza y aprendizaje, en C. Coll, Palacios y Marchesi (coordinadores) Desarrollo Psicológico Y Educación II. Madrid: Alianza.
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