Mathematization as a strategy for understanding reality and managing argumentative development

Abstract

  The study presented below seeks to determine the teaching practices of mathematics and the assessment of the resolution of problems framed in reality. For a long time mathematics has been synonymous with complexity and even useless formulation; however, the mathematization of academic and formative processes, mainly, they have brought as a consequence the establishment of strategies for the understanding of the reality and the management of the argumentative development. In this sense, the relevance of this work lies in knowing the importance that the students of the Institute of Basic Sciences of the Universidad Técnica de Manabí give to this process in the teaching and evaluation practices that they receive. Increasingly, a sense of relevance is being accorded to the resolution of difficulties in everyday life, which mathematization seeks to resolve. Therefore, the focus of this research is on analyzing the reflection that arises from involving this type of criteria in the educational process. In addition, it is intended to determine how mathematization also has some interference as a transversal axis in contents dealt with in other disciplines and topics addressed in the daily lives of students. The acquisition and construction of knowledge from a reasoned numerical perspective is a key factor in understanding determining procedures in today’s higher education.