Propuesta de evaluación para aprender matemática escolar desde la socioepistemología

Abstract

To formulate evaluation as a foundation for achieving school mathematics learning from the social context for those constructing their knowledge. This is the key theme of the research and is important because it allows us to demonstrate a contribution to the development of what has been done and researched on assessment in the decades 2010-2020, especially its role in learning, leading to the conclusion that there is no learning without assessment. This research aims to bridge the gap between two discourses: that of school mathematics, which ignores the learner and their context, and that which proposes learning for all from the social construction of knowledge. The observation and explanation of a pedagogical experience such as "Mathematics for All," implemented in public secondary schools, is characterized by promoting the learning process in students in the first years of secondary school through continuous assessment and is related to the analysis of what assessment is from the perspective of the socioepistemology of educational mathematics. This is configured in a notion of evaluation for the area of mathematics that manages to assume research from the socio-critical paradigm, qualitative approach and interpretive method of social interaction that allows putting experience and theory in dialogue so that a contribution is made to the improvement and democratization of the learning of school mathematics in the diverse, vast and inclusive context of the official educational sector, specifically from a district educational institution in Bogotá that is part of a region such as Latin America and the Caribbean characterized by social problems and development difficulties..