by Teovaldo García Romero, Ingris Trespalacio Buelvas, Héctor Luis Paz Mendoza, Karen Lizeth López Alvarado, Wilfrido De Jesús González Franco
ABSTRACT
The purpose of this research is to generate the design of contextualized situations of teaching school mathematics, which make significant contributions to the initial training of mathematics teachers, of the Popular University of Cesar-Valledupar-Colombia, where the informant subjects were the twelve students enrolled in the subjects of Elective III, Didactics of Mathematics and History and Epistemology of Mathematics, semesters VI, VII and VIII respectively, of the Bachelor’s Degree in Mathematics program; attached to the Faculty of Education, of the Popular University of Cesar. He studied was situated in the qualitative paradigm, with phenomenological-humanistic methodology. It is concluded that it is feasible to change the mathematics master class for a space where students can interact in the teaching-learning process with the context of the habitat of the subject who learns; and for this reason, the relationships of the trio can be optimized: Teacher-knowledge School Mathematician-Students and these with the context.
