Geometry for school inclusion, a possibility within our grasp: the case of conic sections

Authors

  • Jaime Andrés Carmona Mesa University of Antioquia https://orcid.org/0000-0002-0100-7090
  • Carlos Mauricio Arango Ríos University of Antioquia
  • Carlos Julio Echavarría Hincapié University of Antioquia

DOI:

https://doi.org/10.17533/udea.unipluri.18602

Keywords:

classroom-workshop methodology, euclidean geometry, the teaching of mathematics

Abstract

This article is a synopsis of the final paper «Towards mathematical education for school inclusion. Contributions from a pedagogical proposal based on geometry from the classroom-workshop methodology», which identified, within the processes of teaching and learning of mathematics, some contributions of Euclidean geometry, based on the methodology of classroom-workshop in the context of school inclusion. This article describes some experiences with students having diverse  motivations,  social  realities,  and  potentials  who  were  coursing  tenth  grade  at  the  Euskadi  school in the city of Medellín, Colombia; such experiences resulted from the design and implementation of strategies intended to include students in the construction of mathematical concepts. By qualitatively analyzing the students’ processes in the construction of knowledge during each activity and considering the mediation of geometry between the real world and math, and the classroom-workshop as a possible active methodology in an inclusive context, the math class can be demanding with each individual’s capabilities.

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Author Biographies

Jaime Andrés Carmona Mesa, University of Antioquia

Student of the degree in Mathematics and Physics at the Faculty of Education of the University of Antioquia, Colombia. Member of the research group Mathematics, Education and Society (MES).

Carlos Mauricio Arango Ríos, University of Antioquia

Student of the degree in Mathematics and Physics of the Faculty of Education at the University of Antioquia, Colombia.

Carlos Julio Echavarría Hincapié, University of Antioquia

Mathematician from the University of Antioquia, Colombia. Professor at CEFA and at the Faculty of Education of the University of Antioquia.

References

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Echavarría Hincapié, Carlos Julio y González Montoya, Uriel (2000). Construcción de cónicas con regla y compás. Medellín: Universidad Nacional de Colombia. Texto inédito.

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Rivas, Pedro José (2005). «La Educación Matemática como factor de deserción escolar y exclusión social». En: Educere, Vol. 9, N.º 29, pp. 165-170. Mérida, Venezuela: Universidad de los Andes.

Santa Ramírez, Zaida Margot (2011). La elipse como lugar geométrico a través de la geometría del doblado de papel en el contexto de van Hiele. Tesis de maestría no publicada. Medellín: Universidad de Antioquia.

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Published

2014-02-24

How to Cite

Carmona Mesa, J. A., Arango Ríos, C. M., & Echavarría Hincapié, C. J. (2014). Geometry for school inclusion, a possibility within our grasp: the case of conic sections. Uni-Pluriversidad, 13(3), 43–51. https://doi.org/10.17533/udea.unipluri.18602

Issue

Vol. 13 No. 3 (2013)

Section

RESEARCH REPORTS AND UNPUBLISHED ESSAYS

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