Lograr unas bases sólidas en matemáticas será un gran respaldo en las actividades cotidianas, un apoyo para el aprendizaje de otras ciencias y una motivación para aquellas personas que deseen explorar las matemáticas a su más alto nivel.
La Instituciones educativas tienen el desafío de poner esas bases sólidas a través del desarrollo de las habilidades de pensamiento. En este sentido, George Polya afirma:
Primero y ante todo, se debe enseñar a los jóvenes a PENSAR.
ON LEARNING, TEACHING, AND LEANING TEACHING, 1963
‘Enseñar a pensar’ significa, según Polya:
- desarrollar la capacidad de los estudiantes para usar la información;
- poner énfasis en el saber cómo, en las actitudes útiles, en los hábitos mentales deseables.
Se trata de trabajar un pensamiento con propósito y este tipo de pensamiento está relacionado con la resolución de problemas. Por lo tanto,
uno de los objetivos principales del plan de estudios de matemáticas es desarrollar la capacidad del alumno para resolver problemas.
George Polya, ON LEARNING, TEACHING, AND LEANING TEACHING, 1963
El desarrollo de la capacidad para resolver problemas es, en Singapur, desde el año 1992, el objetivo principal en la enseñanza de las matemáticas. Sus estudiantes llegan a resolver problemas matemáticos de rutina y también los novedosos, cuya solución no es inmediata.
Desarrollo del Pensamiento Matemático y la Resolución de Problemas
El Plan de estudios de Singapur resalta el valor de las matemáticas como un medio para el desarrollo del pensamiento:
Las matemáticas son un excelente vehículo para el desarrollo y la mejora de la competencia intelectual de una persona en razonamiento lógico, visualización espacial, análisis y pensamiento abstracto.
Mathematics Syllabus Primary, 2007
Por lo tanto, la educación matemática, según el profesor Akihiko Takahashi, debe permitir a los estudiantes la adquisición de conocimientos y habilidades, pero además, debe fomentar el pensamiento matemático.
El desarrollo del Pensamiento Matemático es fundamental y al igual que los conocimientos y habilidades, se desarrolla a través de la participación activa de los estudiantes en las actividades matemáticas.
Las actividades matemáticas
Las actividades matemáticas, resaltadas por el profesor Takahashi, son según el National Council of Teachers of Mathematics:
- resolución de problemas
- razonamiento y prueba
- comunicación
- conexión y representación
Una de las actividades matemáticas a trabajar es la Resolución de problemas y al hacerlo, nos involucramos en el proceso del pensamiento matemático.
Cuando nos enfrentamos a una situación que puede ser novedosa, entra en juego el pensamiento matemático a través de “la orquestación de habilidades, conceptos y procesos matemáticos” que permiten manejar dicha situación. (Mathematics Syllabus Primary, 2007 )
El profesor Yeap Ban Har caracteriza el pensamiento matemático como
una yuxtaposición de competencias matemáticas y competencias genéricas cuando los alumnos manejan una situación matemática como la resolución de problemas matemáticos.
Yeap Ban Har, DEVELOPING MATHEMATICAL THINKING IN SINGAPORE ELEMENTARY SCHOOLS.
Finalmente, podemos afirmar que La Resolución de problemas es el entorno privilegiado para poner en juego las habilidades, conceptos y procesos matemáticos, y a la vez, lograr el desarrollo del Pensamiento matemático.
¿Tiene interés en este tópico de la resolución de problemas? Aproveche las Lecciones online que hemos preparado con el objetivo de comprender y aplicar el Modelo de George Polya.
Preguntas
¿Qué opinión tiene respecto a la resolución de problemas en matemáticas? ¿Lo ve fundamental? ¿Cree que las prácticas educativas desarrollan el pensamiento matemático?
Le invito a dejar su comentario.
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