Resolución de problemas en los planes de estudio de las universidades formadoras de profesionales en la enseñanza de la matemática en Costa Rica
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Araya Vega, Jose Alfredo
Sequeira Salazar, Ronald
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Universidad de Costa Rica
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El presente artículo resume los resultados del análisis de los planes de estudio de las carreras de enseñanza de la matemática tanto de universidades estatales como privadas, con el propósito de identificar si en ellos está o no presente la resolución de problemas como estrategia de enseñanza. Al respecto, se observó que en la mayoría de los planes de estudio se hace énfasis que los principios metodológicos, para el abordaje del objeto de estudio, facilitarán la construcción y reconstrucción del conocimiento y en los perfiles de salida visualizan al profesional como facilitador de la construcción y reconstrucción del conocimiento. A pesar de lo anterior, con pocas excepciones, no hay una presencia de “Resolución de problemas” ni como contenido programático ni como un eje curricular o metodológico. En los programas de las carreras de enseñanza de la matemática costarricense no se concede la importancia adecuada al tema de Resolución de Problemas que sea coherente con la importancia que desde hace muchos años se le ha dado a nivel internacional.
This article summarizes the results of the analysis of the program of the mathematics teaching career from private and state universities, in order to identify whether or not this programs responds as an educational strategy that solves a problem.About it was noted that most of the programs made emphasis that methodological principles for addressing the subject of study, will facilitate the construction and reconstruction of knowledge and profiles of the professional output displayed as a facilitator of the construction and reconstruction of knowledge. Despite the foregoing, with a few exceptions, there is a presence of “Trouble”or as programmatic content or as a curricular or methodological axis. The programs of the mathematics teaching career in Costa Rica are not given appropriate emphasis to the topic of Solving Problems with the importance that for many years has been given at the international level.
This article summarizes the results of the analysis of the program of the mathematics teaching career from private and state universities, in order to identify whether or not this programs responds as an educational strategy that solves a problem.About it was noted that most of the programs made emphasis that methodological principles for addressing the subject of study, will facilitate the construction and reconstruction of knowledge and profiles of the professional output displayed as a facilitator of the construction and reconstruction of knowledge. Despite the foregoing, with a few exceptions, there is a presence of “Trouble”or as programmatic content or as a curricular or methodological axis. The programs of the mathematics teaching career in Costa Rica are not given appropriate emphasis to the topic of Solving Problems with the importance that for many years has been given at the international level.