Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students
DOI:
https://doi.org/10.56294/dm2024.348Keywords:
Sociocognitive Configuration, Imaginary Significations, Creations In Learning, Social Interactions, Mathematical LearningAbstract
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
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