The teaching of mathematics from an andragogical perspective

Abstract

As a result of the paradigmatic changes that have taken place in the teaching of sciences, it has been necessary to update the various curricular designs and the way they are approached in teaching strategies. In trying to achieve such updating, it must be kept in mind that it has to include both issues of main concern -namely the knowledge system, the practical applications and the use of new educational technologies- and also the characteristics of the teaching-learning process itself, which has not been give equal attention.

The aim of this study was to design strategic elements to intervene the classroom processes by including andragogic characteristics, using videos as a technological resource. The population was composed of a total of 90 students of Mathematics I (three sections) and the sample consisted of 30 participants. Direct observation was used, and the relevant aspects were filmed and recorded. The analysis results yielded a high percentage of collaborative work as well as an average one in the mastery of contents; however, the percentage related to the use of formal language was low. It was concluded, among other things, that the use of video in the classroom has a high value as an educational tool.