The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom

Detalhes bibliográficos
Autor(a) principal: Hernández-Zavaleta, Jesús Enrique
Data de Publicação: 2022
Outros Autores: Carrasco Henriquez, Eduardo Andrés, Carrión Velázquez, Vicente
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/5042
Resumo: The Mathematics classroom is highly complex. It is organized at multiple levels and constraints. Given the methodological challenges of its research, this article proposes the configuration-interaction-emergence triad as a complex, systemic and dynamic approach to the classroom. Its theoretical bases lay down in the investigations of the collective processes permeated by Maturana and Varela´s (1984) studies on human cognition. This qualitative research identified textual productions related to aspects of the triad in two learning experiences: (1) a workshop on educational uncertainty with mathematics teachers and (2) a study with students, in ninth and tenth grades, studying the double pendulum. The results showed the triad as a category of analysis that favors a systemic view of the classroom. We conclude that the triad allows us to focus on a gaze that does not separate but rather understands the systemic and evolutionary nature of the learning processes in the Mathematics classroom.
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spelling The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroomLa triada configuración-interacción-emergencia: una mirada compleja a los procesos de aprendizaje en el aula de MatemáticasMathematics ClassroomCollective LearningComplexityEmergenceInteractionAula de MatemáticasAprendizaje ColectivoComplejidadEmergenciaInteracciónThe Mathematics classroom is highly complex. It is organized at multiple levels and constraints. Given the methodological challenges of its research, this article proposes the configuration-interaction-emergence triad as a complex, systemic and dynamic approach to the classroom. Its theoretical bases lay down in the investigations of the collective processes permeated by Maturana and Varela´s (1984) studies on human cognition. This qualitative research identified textual productions related to aspects of the triad in two learning experiences: (1) a workshop on educational uncertainty with mathematics teachers and (2) a study with students, in ninth and tenth grades, studying the double pendulum. The results showed the triad as a category of analysis that favors a systemic view of the classroom. We conclude that the triad allows us to focus on a gaze that does not separate but rather understands the systemic and evolutionary nature of the learning processes in the Mathematics classroom.El aula de Matemáticas es altamente compleja, organizada en múltiples niveles y con múltiples limitaciones.  Dados los retos metodológicos para su investigación, este artículo propone a la triada configuración-interacción-emergencia como una aproximación compleja, sistémica y dinámica al aula. Sus bases teóricas están en las investigaciones de los procesos colectivos permeados por los estudios sobre la cognición humana de Maturana y Varela (1984). Esta investigación cualitativa identificó producciones textuales relacionadas con aspectos de la triada en dos experiencias de aprendizaje: (1) un taller sobre incertidumbre educativa con docentes de Matemáticas y (2) un estudio con estudiantes, de noveno y décimo grados, estudiando el péndulo doble. Los resultados mostraron a la triada como una categoría de análisis que favorece una aproximación sistémica del aula. Concluimos que la triada permite focalizar una mirada que no separa, sino que comprende el carácter sistémico y evolutivo de los procesos de aprendizaje en el aula de Matemáticas.Editora Unimontes2022-08-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/504210.46551/emd.v6n12a12Educação Matemática Debate; v. 6 n. 12 (2022): jan./dez.; 1-222526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESspahttps://www.periodicos.unimontes.br/index.php/emd/article/view/5042/5957https://www.periodicos.unimontes.br/index.php/emd/article/view/5042/5565https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessHernández-Zavaleta, Jesús Enrique Carrasco Henriquez, Eduardo AndrésCarrión Velázquez, Vicente2024-03-27T15:13:29Zoai:ojs2.periodicos.unimontes.br:article/5042Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2024-03-27T15:13:29Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom
La triada configuración-interacción-emergencia: una mirada compleja a los procesos de aprendizaje en el aula de Matemáticas
title The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom
spellingShingle The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom
Hernández-Zavaleta, Jesús Enrique
Mathematics Classroom
Collective Learning
Complexity
Emergence
Interaction
Aula de Matemáticas
Aprendizaje Colectivo
Complejidad
Emergencia
Interacción
title_short The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom
title_full The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom
title_fullStr The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom
title_full_unstemmed The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom
title_sort The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom
author Hernández-Zavaleta, Jesús Enrique
author_facet Hernández-Zavaleta, Jesús Enrique
Carrasco Henriquez, Eduardo Andrés
Carrión Velázquez, Vicente
author_role author
author2 Carrasco Henriquez, Eduardo Andrés
Carrión Velázquez, Vicente
author2_role author
author
dc.contributor.author.fl_str_mv Hernández-Zavaleta, Jesús Enrique
Carrasco Henriquez, Eduardo Andrés
Carrión Velázquez, Vicente
dc.subject.por.fl_str_mv Mathematics Classroom
Collective Learning
Complexity
Emergence
Interaction
Aula de Matemáticas
Aprendizaje Colectivo
Complejidad
Emergencia
Interacción
topic Mathematics Classroom
Collective Learning
Complexity
Emergence
Interaction
Aula de Matemáticas
Aprendizaje Colectivo
Complejidad
Emergencia
Interacción
description The Mathematics classroom is highly complex. It is organized at multiple levels and constraints. Given the methodological challenges of its research, this article proposes the configuration-interaction-emergence triad as a complex, systemic and dynamic approach to the classroom. Its theoretical bases lay down in the investigations of the collective processes permeated by Maturana and Varela´s (1984) studies on human cognition. This qualitative research identified textual productions related to aspects of the triad in two learning experiences: (1) a workshop on educational uncertainty with mathematics teachers and (2) a study with students, in ninth and tenth grades, studying the double pendulum. The results showed the triad as a category of analysis that favors a systemic view of the classroom. We conclude that the triad allows us to focus on a gaze that does not separate but rather understands the systemic and evolutionary nature of the learning processes in the Mathematics classroom.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/5042
10.46551/emd.v6n12a12
url https://www.periodicos.unimontes.br/index.php/emd/article/view/5042
identifier_str_mv 10.46551/emd.v6n12a12
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/5042/5957
https://www.periodicos.unimontes.br/index.php/emd/article/view/5042/5565
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 6 n. 12 (2022): jan./dez.; 1-22
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.emd@unimontes.br||
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