Concepciones pedagógicas de los docentes en el proceso de enseñanza aprendizaje del pensamiento lógico matemático, en los estudiantes de los grados terceros de la Institución Educativa Francisco José de Caldas.

Abstract

In this study the pedagogical conceptions of the teacher are analyzed in the teaching-learning process of Mathematical Logical Thinking in the students of the third degrees of the educational institution Francisco José de Caldas. And in virtue of this, demonstrate the transcendence that this knowledge has in the lives of human beings, describing this thought as a necessary action in the development of future competences linked to the different academic areas. In relation to the above, this research is addressed from the postpositivist paradigm because it is intended to know how the teacher's conceptions intervene in the mathematical training and in turn understand how students live this educational process, is also posited from a qualitative approach with a phenomenological methodology that aims to study the reality of the natural context and interpret the behaviors and knowledge of the people involved in this research project. The objective of this study revolves around analyzing the pedagogical conceptions of teachers in relation to logical mathematical thinking in the teaching and learning process. To this end, the data collection was carried out through the application of two semi-structured interviews and contrasted with the non-participatory observation, in this sense the key informants were made up of the three teachers who hold the third and third grades. a specialist in the area of study, in conjunction with the participation of nine students of the course in question.