How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973)
Problems are the fuel thanks to which mathematics grows steadily. Solving a problem involves exercising a motley set of competencies such as exploring, guessing, identifying patterns, arguing, and validating. Mathematics education, from the early schoolingstage, seeks the necessary means to ensure t...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/REM/article/view/36061 |
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I10-R366-article-360612022-03-09T17:16:39Z How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973) ¿Cómo aprendieron matemática Mafalda y sus amigos? Reflexiones educativas a partir de la representación de la clase de matemática en las tiras de Mafalda (1964-1973) Morales, José G. González, M. Cecilia Razonamiento matemático Contexto cultural Mafalda Educación matemática Resolución de problemas Problem-solving Mathematical reasoning Mafalda Mathematics education Cultural context Problems are the fuel thanks to which mathematics grows steadily. Solving a problem involves exercising a motley set of competencies such as exploring, guessing, identifying patterns, arguing, and validating. Mathematics education, from the early schoolingstage, seeks the necessary means to ensure that students - coming from different cultural backgrounds - are capable of recreating the problem-solving process for which, in many cases, elementary of mathematical techniques are required. In this essay we recover from Mafalda’s comic strip some school scenes from the 1960s in Argentina, paying attention to the realities of its main characters. The selection of vignettes helps us to reflect on mathematical practices and understand the changes that have been progressively sustained since teacher training and educational planning in search of a more comprehensive and meaningful learning of mathematics Los problemas son el combustible gracias al cual la matemática crece de forma sostenida. La resolución de un problema supone el ejercicio de un abigarrado conjunto de competencias tales como explorar, conjeturar, identificar patrones, argumentar y validar. La educación matemática, desde la etapa de escolarización temprana, procura los medios necesarios para lograr que los estudiantes —provenientes de diversos ambientes culturales— sean capaces de recrear el proceso de resolución de problemas para lo cual, en muchos casos, se requiere tener un dominio elemental de técnicas matemáticas. Sin embargo, la escuela tradicionalmente ha priorizado la enseñanza de técnicas matemáticas, las cuales se concebían como una suerte de propedéutica al estudio de la matemática propiamente dicha. En este artículo identificamos este modelo tradicional de la educación matemática en la historieta de Mafalda. A partir de una selección de viñetas, recuperamos algunas escenas de la escuela de la década de 1960 en Argentina y aprovechamos este marco para reflexionar sobre las prácticas, las representaciones de la enseñanza y los cambios que se han sostenido desde la planificación educativa en Argentina en búsqueda de un aprendizaje más integral y significativo de la matemática Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación 2021-12-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/REM/article/view/36061 10.33044/revem.36061 Revista de Educación Matemática; Vol. 36 Núm. 3 (2021); 73-82 1852-2890 0326-8780 spa https://revistas.unc.edu.ar/index.php/REM/article/view/36061/36207 https://creativecommons.org/licenses/by-sa/4.0/ |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-366 |
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Revista de Educación Matemática |
| language |
Español |
| format |
Artículo revista |
| topic |
Razonamiento matemático Contexto cultural Mafalda Educación matemática Resolución de problemas Problem-solving Mathematical reasoning Mafalda Mathematics education Cultural context |
| spellingShingle |
Razonamiento matemático Contexto cultural Mafalda Educación matemática Resolución de problemas Problem-solving Mathematical reasoning Mafalda Mathematics education Cultural context Morales, José G. González, M. Cecilia How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973) |
| topic_facet |
Razonamiento matemático Contexto cultural Mafalda Educación matemática Resolución de problemas Problem-solving Mathematical reasoning Mafalda Mathematics education Cultural context |
| author |
Morales, José G. González, M. Cecilia |
| author_facet |
Morales, José G. González, M. Cecilia |
| author_sort |
Morales, José G. |
| title |
How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973) |
| title_short |
How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973) |
| title_full |
How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973) |
| title_fullStr |
How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973) |
| title_full_unstemmed |
How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973) |
| title_sort |
how did mafalda and her friends learn math? revisiting mafalda's comic strip math class representation (1964-1973) |
| description |
Problems are the fuel thanks to which mathematics grows steadily. Solving a problem involves exercising a motley set of competencies such as exploring, guessing, identifying patterns, arguing, and validating. Mathematics education, from the early schoolingstage, seeks the necessary means to ensure that students - coming from different cultural backgrounds - are capable of recreating the problem-solving process for which, in many cases, elementary of mathematical techniques are required. In this essay we recover from Mafalda’s comic strip some school scenes from the 1960s in Argentina, paying attention to the realities of its main characters. The selection of vignettes helps us to reflect on mathematical practices and understand the changes that have been progressively sustained since teacher training and educational planning in search of a more comprehensive and meaningful learning of mathematics |
| publisher |
Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/REM/article/view/36061 |
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2024-09-03T22:36:52Z |
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