A teaching situation based on symmetry as a teaching strategy in mathematics

Abstract

One of the elements for the development of pedagogical practices is didactic knowledge for teaching mathematics. In this sense, given the need to identify new pedagogical strategies, didactic situations are proposed, as proposed by Guy Brousseau. This proposal is designed in clearly defined phases and with its elements already established. To this end, a general objective is set: to integrate a didactic situation based on Guy Brousseau's theory to strengthen the knowledge of teachers in rural areas of the municipality of Pasto, Nariño, with the mathematical object of rigid transformations into two-dimensional figures.Next, it is necessary to use a qualitative research paradigm because we will work with conceptions that, by their nature, are not quantifiable. Additionally, teachers from rural areas of the municipality of Pasto, Nariño, Colombia, are used as the research unit. In this regard, a teaching situation is proposed with the mathematical object of symmetry as a curricular element. This situation was designed according to the corresponding phases, aligned with the curriculum plan and the needs of the children, but also utilizes cross-curricular approaches with different areas. This situation allows for the recreation of optimal learning environments so that students and teachers can actively participate in the training processes. It also provides teachers with innovative tools for traditional teaching processes, which focused on the development of exercises as the learning axis.