EL CONSTRUCTIVISMO EN LA ENSEÑANZA DE LAS MATEMÁTICAS: UNA REVISIÓN NARRATIVA DE SU APLICACIÓN EN EL AULA
Palabras clave:
aprendizaje activo, pensamiento crítico, manipulativos, formación docente, trabajo colaborativoResumen
DOI: https://doi.org/10.46296/yc.v9i16.0608
Resumen
Este artículo presenta una revisión narrativa sobre la aplicación del constructivismo en la enseñanza de las matemáticas. A través del análisis de 60 estudios, se identificaron estrategias constructivistas clave como el aprendizaje basado en problemas, el trabajo colaborativo y el uso de manipulativos matemáticos, destacando su efectividad para fomentar la comprensión conceptual, el desarrollo del pensamiento crítico y las habilidades de resolución de problemas en los estudiantes. Además, se señala la importancia de que el docente actúe como facilitador, promoviendo un aprendizaje activo y significativo. Los resultados subrayan que, aunque el constructivismo es ampliamente reconocido como un enfoque eficaz, su implementación enfrenta desafíos significativos. Estos incluyen la resistencia de algunos docentes, la falta de formación específica y las limitaciones en recursos pedagógicos. Estas barreras evidencian la necesidad de fortalecer la capacitación docente, mejorar el acceso a materiales y tecnología, y fomentar la creación de ambientes de aprendizaje colaborativo. Finalmente, se identificaron áreas de investigación futura, como la adaptación del constructivismo a contextos educativos con recursos limitados y su implementación en niveles avanzados de enseñanza. Esta revisión proporciona un marco valioso para comprender el impacto del constructivismo y mejorar las prácticas pedagógicas en la educación matemática.
Palabras claves: aprendizaje activo, pensamiento crítico, manipulativos, formación docente, trabajo colaborativo.
Abstract
This article presents a narrative review on the application of constructivism in mathematics teaching. By analyzing 60 studies, key constructivist strategies such as problem-based learning, collaborative work, and the use of mathematical manipulatives were identified, highlighting their effectiveness in fostering conceptual understanding, critical thinking development, and problem-solving skills among students. Additionally, the importance of the teacher as a facilitator promoting active and meaningful learning is emphasized. The findings underline that while constructivism is widely recognized as an effective approach, its implementation faces significant challenges. These include teacher resistance, lack of specific training, and limited pedagogical resources. These barriers highlight the need to strengthen teacher training, improve access to materials and technology, and foster collaborative learning environments. Finally, future research areas were identified, such as adapting constructivism to resource-limited educational contexts and its implementation in advanced education levels. This review provides a valuable framework for understanding the impact of constructivism and improving pedagogical practices in mathematics education.
Keywords: active learning, critical thinking, manipulatives, teacher training, collaborative work.
Información del manuscrito:
Fecha de recepción: 30 de octubre de 2024.
Fecha de aceptación: 27 de diciembre de 2024.
Fecha de publicación: 10 de enero de 2025.
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