DOCUMENTARY ANALYSIS OF V HEURISTIC BY CONCEPTUAL CARTOGRAPHY

Abstract

This study analyzes the situation and educational challenges faced by teachers in the field of mathematical thinking especially at the high school level. During the last decades, education in this field discipline has been characterized by focusing on the mechanization of procedures with the aim of generating skills that automate the application of certain formulas in different scenarios, since the important thing is to get accurate and valid results from procedural point of view. However, lack of understanding of the fundamental concepts as well as the lack of reflection and lack of awareness of the actions have generated mathematical thinking that continues to be an elusive goal in learning new generations. The methodology consisted of a desk study with the support of the analysis categories that make up the conceptual mapping, so that a review process was conducted in primary and secondary sources of the concept “UVE heuristic socioformativa”. Among the main findings highlight the characteristics of heuristics UVE as a strategy for knowledge management as it is based on understanding, analysis, interpretation and problem solving context from the knowledge that integrate competition. This allows generating contextualized learning activities where procedures, concepts and attitudes related to mathematical thinking contribute in improving teaching practices systematically and based on new approaches such as socioformación. It is suggested to consider the methodological contributions obtained in this literature review as the basis of empirical studies that support the socioformativa proposal using heuristics UVE as knowledge management strategy.

Keywords

• learning strategy
• socioformativa Vee heuristic
• knowledge management
• metacognition
• problem of context.