Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students
Year: 2024
Type: article
Abstract: The study explores the socio-cognitive configuration in the mathematical learning of middle school students, relating cognitive processes to the social interactions that shape perceptions and performance in mathematics. A qualitative approach was adopted to delve into students' subjective experiences. Meaningful interactions revealed in the classroom enhance mathematical understanding and foster critical and problem-solving skills. The socio-cognitive configuration achieved evidence that mathematical cognition is deeply affected and defined by its social context and educational practices. This study underscores the importance of integrating students' personal and collective meanings in mathematical learning to foster a holistic pedagogical approach to both the transmission of knowledge and its social and personal relevance, which transforms mathematics teaching by making it more applicable to students' real-life challenges and contexts
Source: Data & Metadata
DOI: 10.56294/dm2024.348
Institution: Universidad Simón Bolívar
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4403158916