Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students

María José Parada Carreño, Antonio José Bravo Valero and Juan Diego Hernández Albarracín

Data and Metadata, 2024, vol. 3, .348

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

Date: 2024
References: Add references at CitEc
Citations:

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:dbk:datame:v:3:y:2024:i::p:.348:id:1056294dm2024348

DOI: 10.56294/dm2024.348

Access Statistics for this article

More articles in Data and Metadata from AG Editor
Bibliographic data for series maintained by Javier Gonzalez-Argote ().