Students’ Belief About Mathematics Through Metaphor

Roselyn Villa

doi:10.48017/dj.v11i1.3492

Autores/as

Roselyn Villa Universidad Estatal Don Mariano Marcos Memorial, La Unión, Filipinas

DOI:

https://doi.org/10.48017/dj.v11i1.3492

Palabras clave:

estudio cualitativo, metáfora, creencias epistemológicas, enfoque fenomenológico

Resumen

Este estudio exploró cómo los estudiantes de secundaria en Abra, Filipinas, conceptualizan las matemáticas a través de metáforas, revelando una progresión en el desarrollo de sus creencias matemáticas. Los investigadores emplearon un enfoque cualitativo y fenomenológico, analizando metáforas visuales y escritas de 20 estudiantes de 7.º a 10.º grado. Se les pidió a los estudiantes que dibujaran y reflexionaran sobre lo que las matemáticas significaban para ellos, generando una amplia gama de metáforas. El análisis reveló seis categorías temáticas de metáforas: las matemáticas como un viaje, la vida, la herramienta, el valor, la historia y el objeto tangible. Los estudiantes más jóvenes (7.º grado) utilizaron comúnmente metáforas lúdicas y experienciales como juego y aventura, lo que indica una visión de las matemáticas impulsada por la identidad. Los estudiantes de 8.º grado introdujeron metáforas abstractas y funcionales como sueño y calculadora que reflejan el pensamiento transicional. Para 9.º grado, los estudiantes se inclinaron por metáforas concretas basadas en objetos como regla y pirámide que denotan comprensión aplicada. Los estudiantes de 10.º grado expresaron metáforas más simbólicas y reflexivas como río, trofeo y griego antiguo, lo que sugiere una madurez conceptual más profunda y conciencia cultural. La metáfora recurrente de la vida en todos los grados escolares resaltó la percepción de los estudiantes sobre las matemáticas como algo esencial y omnipresente. Estas metáforas resaltan cómo la edad, la experiencia y el desarrollo cognitivo moldean las creencias epistemológicas de los estudiantes sobre las matemáticas. Los hallazgos sugieren que las metáforas son herramientas cognitivas poderosas que brindan información sobre las identidades y experiencias matemáticas de los estudiantes. Los educadores pueden usar estas perspectivas para fundamentar estrategias de enseñanza más receptivas y apropiadas para el desarrollo.

Biografía del autor/a

Roselyn Villa, Universidad Estatal Don Mariano Marcos Memorial, La Unión, Filipinas

0009-0008-6967-6515; Universidad Estatal Don Mariano Marcos Memorial, La Unión, Filipinas.
rvilla9575@student.dmmmsu.edu.ph

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