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USE OF LANGUAGE IN THE TEACHING OF MATHEMATICS

TEST
SUBMITTED BY: MORA Catherinne CHILD
NICOLAS FABIAN VARGAS LEON AND OSCAR GALINDO

"Many times the teaching of mathematics is governed by a model traditional teaching, therefore, students lose interest in this matter and in most cases, teachers ignore the importance of a good use of language in this way to create strategies that encourage and facilitate their students an understanding of the processes to be followed in solving the problems, according to the subjects discussed "

In today's education have not changed things. Some factors which may be decisive in the proposal you have to renew the mind and then the language of mathematics, which, as science mater must have strong ties with the teacher's attention and commitment it has with its students. However, as suggested by Vygotsky, in his theory "the medium as a trainer structural thinking individual", it is vital that the teacher is related to the environment in order to generate more precise and clear way the notion of knowledge.

Let the words you use are to rise to the occasion, but obviously this is from most of their training as a person, which leads us to reflect on a question of time before and is: Are we teaching complex enough to exercise our profession, both in class and in our personal lives, having a clear notion of trainers, people with purpose of use to society?

may seem somewhat difficult to answer this question, but it is clear that the management of an excellent language with an excellent strategy is the creation of a new educational and emotional process towards mathematics, EJM.: We know that the number one and the number two exist infinite sets and subsets of more numbers. If we apply this example to life, find then that this principle is a functional law. In the center of a table is a bowl, in the same find a world of many different ecosystems consisting of organisms that live there, and that in turn are part of another external world that exerts a function on the same giving way to the set theory, one of the most important laws of mathematics.

This is the language of mathematics. Complex but simple turn applicable to the environment in which we live daily, and parallel to a world that we ignore is present there, with its own laws and forms of expression.

The use of language in teaching mathematics in most cases is not correct because the teacher is guided by a traditional pedagogical model which implies an authoritarian teacher by making the student a passive recipient in this way causes problems in understanding, creating a wall of recentemente toward math.

has been shown that students do not hate but feel matemmaticas phobia about it, this is the communication you have received from their teachers.

Math is considered a very important matter and for this reason we believe that their teaching and how to communicate must be correct to facilitate their learning and it is clear that idea is something very difficult, because it is difficult to teach, a mechanism and local advocacy for teachers to avoid admitting their mistake is if he understood correctly unless you also enter and hblar or only with the board, this is because the teacher does not know how to communicate and is unaware that each has a different learning perosnas that sometimes it is faster or slower, then by not knowing how to communicate it protects your board and "I was uestede no", which creates a bad communication.


For a math teacher in language and communication must be very important in addition to having a good command of the subject, it can be a good mathematician but if you do not know how to communicate with their students will not be a good teacher.

A math teacher should be aware of the stages of language set by piaget to meet his students and thus establish the most appropriate educational ethod, says piaget "children make sense of things primarily through its actions on its environment" for the language relates to experience, every teacher can use their experience and their students as a basis for improving comunicaion with these and the relationship.

Vygotsky (1978) highlighted the value of culture and social context, he saw the child grow when and help guide them in the learning process. Vygotsky (1962, 1991) assumed that the child has a need to act effectively and independently and have the ability to develop mental state superior performance when interacting with the culture (as he interacts with others). The child has an active role in the learning process but does not act alone.

The student needs to be an active receiver in this way can one properly understand the issue needs to explore and discover but always with a mediator in this case the teacher to guide him toward the right direction without telling all, allowing that develop their skills and understanding of the subject.

CONCLUSION


To finish this vicious chain of math phobia the best solution is to understand and manage in an adequate language and communication, and also have knowledge of the theories already mentioned above, as Piaget and Vygotsky .

The traditional model gives misconceptions and be forgotten, and we must open our minds to new solutions for a better work already done by teachers in mathematics.
and erase from our minds the concept of pedagogy and the slave who had brought children to school.

I invite you to visit this website.

http://www.earlytechnicaleducation.org/spanien/cap2lis3es.htm

http://www.monografias.com/trabajos68/educar-contexto-probreza/image001.jpg

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Regarding the psychologist BF Skinner-century Highlights XX-can say many things but we can be sure that most of what has been said has been based on interpretations of interpretations or opinions of third parties, that is, in colloquial views of what is supposed that he tried to say and if we're lucky, we can find some considerations from the readings made on Skinner. But few have been read directly or have tried. It has already formed such a visceral dislike about behaviorism that only a great intellectual interest may exceed that unfair obstacle. The false critical (ie, reproach, scorn and / or disinformation) it rained like the deluge in regard to Skinnerian behaviorism and postskinneriano. Despite all this, Skinner was always interested in the human condition and his work was fundamental in that line.

But why do I make this clarification? Because you could say that the root of most of his criticism has a strong ideological bias, on the other hand, there would be nothing inappropriate but because it is outside the doctrine anthropocentric, in my consideration, has brought more harm than good. To get the measure of all things and to propose, with the anthropic principle, that universal physical laws are restricted to those that allow the existence of the human species, this doctrine has placed us in a dictatorial center in which all lights have gone down in history as the despot lowest we can be. (What would happen to the world and the universe, if at this very moment the entire human species disappeared?).

In contrast Skinner told us "I never guessed that I was different from the pigeons." "Animal is a pejorative term, Skinner says, "but this is true only because the term has been dignified man to truly honorable spurious levels. Kruth said that while the traditional view confirms Hamlet's exclamation, 'Be like a god! ", Pavlov, the behavioral scientist, enhances the exclamation' Be like a dog!" Which meant at the time a step forward. A god is the archetypal mold of explanatory fiction, of a mind maker of miracles, of the metaphysical. The man is much more than a dog. But man, like a dog, can be analyzed scientist. " (BF Skinner, Beyond Freedom and Dignity , 248-249). With clear insight Skinner treats us off the pedestal that we have built.

I take, as an endpoint, MA Denegri what Skinner says about: "There is so much human beings are not a talent that was Skinner and yet are too convinced that they were entirely different from the pigeons. And they are not. I stay because, with Skinner. His statement was sincere. There was a boutade . He was indeed and basically like pigeons, but it was also creative and valuable member of our species. Complazcámonos therefore as in the human species no crowd or copying, but rather a shortage of members and pro viso. "

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BF Skinner's behavior analysis

Saying Behavior Analysis collation come to two possibilities: the Experimental Analysis of Behavior (AEC) and Functional Behavioral Analysis (CFA). To let me try to explain these ideas taken from some articles, books and research that will be cited in detail at the end.

behaviorist psychology is a school of thought with three levels of scientific organization, which complement and feed back each other: behaviorism, experimental analysis of behavior (AEC) and the technology for the application derived from the AEC, which some authors have called behavioral engineering.

The first level refers to the philosophy of behaviorism or behaviorism itself, and understands this as a behavioral science, namely the study of the interaction between the individual and its physical, biological and social, covering a wide range of psychological phenomena at the linguistic, cognitive, emotional-motivational and sensory-motor. It is a philosophy of the non reductionist (or physiological or mentalist) that considers the human as a being interacting in a complex network, which includes other individuals and their situational environment. This is, in general, the firm foundation on which stands the behavioral architecture.

The CET is the theory, methodology, categories are formulated, analytical units, parameters, research paradigms and the laws and principles involved in managing data. The analysis is done on what is called behavioral episode or segment of conduct. The equations (for example: K = f [E, O, R, C]) involving the analysis of a specific behavioral and representative segment covering the entire spectrum organismic and situational such as: relationships established between the factors stimulus, organismic-dispositional situations, types of responses and consequences. The CET can be said to include turn itself to experimental analysis and functional analysis of behavior. The first relates to the comprehensive experimental work from which have been discovered and established the basic laws of human behavior and complex. BF Skinner developed the scientific system and is one of its main exponents. On the other hand, functional analysis has a more practical direction and applicable at the clinical, educational, social or organizational, to say the best known, and refers to the establishment of functional relationships between variables. Avoided, by the difficulties involved, the concept of "cause" as a single factor explanation and proposed the "functional relationship", understood as the covariance between the parameters (frequency, magnitude, duration, etc.). A variable with other parameters. Thus, in a strict sense, functional analysis (CFA) is to identify a subset of the functional variables (those that are important, controllable, and causal) whose manipulation results in a significant change in a particular behavior (or set of behaviors) in a person (or group of persons) individual / is.

Finally, regarding the conduct engineering involves the technological means all those working procedural, somehow related to basic research paradigms and their combinations have been developed as effective applications. Can be defined as "the application of scientific knowledge for development, improvement and management techniques for the establishment, maintenance or removal of conduct."

This is a very slight explanation of what Psychology is and what he intends to do. From these ideas are intended to give some light on what is defined as Behavior Analysis, which is probably the essence of this paradigm and what would become a scientific psychology. Behavior analysis is, first, inextricably anchored to a practical philosophy, clear and explanatory breadth, on the other, determines a rigorous application level, effective and consistent. In sum, this line of action seems the most sensible in times of great intellectual and professional irresponsibility.

The question now is whether we have tools and rigorous and reliable, scientific basis and proven. The problem now is if we use. At this point it is fair to say that this is not to "sell" the idea that behavioral psychology is the medium of exchange guaranteed for any dysfunctional situation. Doing so would defeat the proposal pessimistic on this blog. It is concerned to demonstrate their broad level of usefulness and originality at a time when more and more all speeds, where the multiplication of stimuli is overwhelming and where quality standards are becoming more miserable and vulgar. That creates a very favorable environment for those practices that are flying the "anything goes" who presume to present novel techniques that do nothing but return to old mentality and esoteric rituals should remain in the arcana of prehistory.

"To some extent the power of numbers among the people seems to support that display novel insofar as demonstrable knowledge current challenge. In this field the successful argument is always the one that caricatures parsimonious rational choice but to oppose phenomenological formulas "saviors" to preserve the Holy Grail transcendent human nature "(Montgomery, 2005). References



Experimental Analysis of Behavior and profits.
http://buecon.blogspot.com/2009/02/el-analisis-experimental-del.html

Montgomery, W. (2005). The Behavioural Endeavors, Today. Testing theoretical and practical interpretation . Ed RPFA: Lima, Peru.

Psychology. http://es.wikipedia.org/wiki/Conductismo

Skinner, BF (1979). Contingencies of Reinforcement. Cap. 4. Pp.75-95. Experimental Analysis of Behavior.
http://www.abacolombia.org.co/bv/semskinner/aec_contingencias.pdf