Mathematical literacy in university professionals: impossibility or urgent re-significance

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This article studies mathematical literacy in university professionals as an impossibility or urgent re-significance from the voices of different professionals. In the investigation, interviews were conducted with nine (9) professionals from different areas. Through a qualitative inquiry, an explora...

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Detalles Bibliográficos
Autor: Rodríguez, Milagros
Formato: artículo
Fecha de Publicación:2020
Institución:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
Repositorio:Revista Innova Educación
Lenguaje:español
inglés
OAI Identifier:oai:ojs2.revistainnovaeducacion.com:article/76
Enlace del recurso:https://revistainnovaeducacion.com/index.php/rie/article/view/76
Nivel de acceso:acceso abierto
Materia:alfabetización
matemática
re-significar
profesionales
universitarios
mathematical
literacy
re-signifying
university
professionals
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spelling Mathematical literacy in university professionals: impossibility or urgent re-significanceLa alfabetización matemática en profesionales universitarios: imposibilidad o re-significación urgenteRodríguez, Milagrosalfabetizaciónmatemáticare-significarprofesionalesuniversitariosmathematicalliteracyre-signifyinguniversityprofessionalsThis article studies mathematical literacy in university professionals as an impossibility or urgent re-significance from the voices of different professionals. In the investigation, interviews were conducted with nine (9) professionals from different areas. Through a qualitative inquiry, an exploratory study, thereby becoming emergent categories. The results reveal the analysis of the emerging categories surveys such as: democratization of mathematics; intellectual laziness in professionals; bad educational policies in Venezuela; false beliefs, negative emotions towards mathematics and imposition of a reductionist mathematics in the classroom and the meeting of the scientific knowledge of mathematics and the underground knowledge of it. In conclusion, mathematical literacy currently has in the professional exit lines such as: the professional promoter of mathematics as a legacy science of humanity, as the citizen responsibility of each one; minimization in communities of learning of the false beliefs of mathematics and its learning, we can all; the democratization of mathematics and re-signified educational policies in favor of the promotion of the legacy science of humanity. It encourages us to think that the problem and then the need today more than ever for mathematical literacy is everyone's responsibility.El presente artículo estudia la alfabetización matemática en los profesionales universitarios como imposibilidad o re-significación urgente desde las voces de diferentes profesionales. En la investigación se realizó entrevistas a nueve (9) profesionales de diferentes áreas. Mediante una indagación cualitativa, un estudio exploratorio, deviniendo con ello categorías emergentes. Los resultados revelan los análisis de las encuestas categorías emergentes como: democratización de la matemática; pereza intelectual en profesionales; malas políticas educativas en Venezuela; falsas creencias, emociones negativas hacia la matemática e imposición de una matemática reduccionista en el aula y el encuentro de los saberes científicos de la matemática y los saberes soterrados de la misma. En conclusión, la alfabetización matemática tiene actualmente en los profesionales líneas de salida como: el profesional promotor de la matemática como ciencia legado de la humanidad, como responsabilidad ciudadana de cada uno; minimización en comunidades de aprendizaje de las falsas creencias de la matemática y su aprendizaje, todos podemos; la democratización de la matemática y las políticas educativas re-significadas a favor de la promoción de la ciencia legado de la humanidad. Nos incita a pensar que la problemática y luego la necesidad hoy más que nunca de la alfabetización matemática es responsabilidad de todos.Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú2020-04-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfaudio/mpegaudio/mpeghttps://revistainnovaeducacion.com/index.php/rie/article/view/7610.35622/j.rie.2020.02.001Revista Innova Educación; Vol. 2 Núm. 2 (2020); 226-2442664-14962664-1488reponame:Revista Innova Educacióninstname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perúinstacron:INUDIspaenghttps://revistainnovaeducacion.com/index.php/rie/article/view/76/158https://revistainnovaeducacion.com/index.php/rie/article/view/76/159https://revistainnovaeducacion.com/index.php/rie/article/view/76/459https://revistainnovaeducacion.com/index.php/rie/article/view/76/460Derechos de autor 2020 Milagros Rodríguezhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.revistainnovaeducacion.com:article/762024-10-05T13:56:29Z
dc.title.none.fl_str_mv Mathematical literacy in university professionals: impossibility or urgent re-significance
La alfabetización matemática en profesionales universitarios: imposibilidad o re-significación urgente
title Mathematical literacy in university professionals: impossibility or urgent re-significance
spellingShingle Mathematical literacy in university professionals: impossibility or urgent re-significance
Rodríguez, Milagros
alfabetización
matemática
re-significar
profesionales
universitarios
mathematical
literacy
re-signifying
university
professionals
title_short Mathematical literacy in university professionals: impossibility or urgent re-significance
title_full Mathematical literacy in university professionals: impossibility or urgent re-significance
title_fullStr Mathematical literacy in university professionals: impossibility or urgent re-significance
title_full_unstemmed Mathematical literacy in university professionals: impossibility or urgent re-significance
title_sort Mathematical literacy in university professionals: impossibility or urgent re-significance
dc.creator.none.fl_str_mv Rodríguez, Milagros
author Rodríguez, Milagros
author_facet Rodríguez, Milagros
author_role author
dc.subject.none.fl_str_mv alfabetización
matemática
re-significar
profesionales
universitarios
mathematical
literacy
re-signifying
university
professionals
topic alfabetización
matemática
re-significar
profesionales
universitarios
mathematical
literacy
re-signifying
university
professionals
description This article studies mathematical literacy in university professionals as an impossibility or urgent re-significance from the voices of different professionals. In the investigation, interviews were conducted with nine (9) professionals from different areas. Through a qualitative inquiry, an exploratory study, thereby becoming emergent categories. The results reveal the analysis of the emerging categories surveys such as: democratization of mathematics; intellectual laziness in professionals; bad educational policies in Venezuela; false beliefs, negative emotions towards mathematics and imposition of a reductionist mathematics in the classroom and the meeting of the scientific knowledge of mathematics and the underground knowledge of it. In conclusion, mathematical literacy currently has in the professional exit lines such as: the professional promoter of mathematics as a legacy science of humanity, as the citizen responsibility of each one; minimization in communities of learning of the false beliefs of mathematics and its learning, we can all; the democratization of mathematics and re-signified educational policies in favor of the promotion of the legacy science of humanity. It encourages us to think that the problem and then the need today more than ever for mathematical literacy is everyone's responsibility.
publishDate 2020
dc.date.none.fl_str_mv 2020-04-26
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistainnovaeducacion.com/index.php/rie/article/view/76
10.35622/j.rie.2020.02.001
url https://revistainnovaeducacion.com/index.php/rie/article/view/76
identifier_str_mv 10.35622/j.rie.2020.02.001
dc.language.none.fl_str_mv spa
eng
language spa
eng
dc.relation.none.fl_str_mv https://revistainnovaeducacion.com/index.php/rie/article/view/76/158
https://revistainnovaeducacion.com/index.php/rie/article/view/76/159
https://revistainnovaeducacion.com/index.php/rie/article/view/76/459
https://revistainnovaeducacion.com/index.php/rie/article/view/76/460
dc.rights.none.fl_str_mv Derechos de autor 2020 Milagros Rodríguez
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2020 Milagros Rodríguez
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
audio/mpeg
audio/mpeg
dc.publisher.none.fl_str_mv Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
publisher.none.fl_str_mv Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
dc.source.none.fl_str_mv Revista Innova Educación; Vol. 2 Núm. 2 (2020); 226-244
2664-1496
2664-1488
reponame:Revista Innova Educación
instname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
instacron:INUDI
instname_str Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
instacron_str INUDI
institution INUDI
reponame_str Revista Innova Educación
collection Revista Innova Educación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 13.210282
Mathematical literacy in university professionals: impossibility or urgent re-significance
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