Aprender en los márgenes: posicionamiento y pensamiento algebraico de un estudiante haitiano en un aula chilena
DOI:
https://doi.org/10.4151/07189729-Vol.64-Iss.1-Art.1637Palabras clave:
Ambiente educacional enseñanza de las matemáticas educación inclusiva multilingüismo relaciones entre paresResumen
Este estudio exploró las experiencias de aprendizaje en el aula de Daniel, un estudiante haitiano de tercero básico, mientras resolvía tareas algebraicas con su grupo de pares. Desde una perspectiva no deficitaria del bilingüismo potencial, el análisis se centró en las dinámicas de posicionamiento dentro del grupo y en el pensamiento algebraico de Daniel, a partir de un enfoque de cognición corporizada. Los resultados revelan que, a pesar de las dificultades de Daniel para realizar cálculos básicos y expresar sus ideas en español, mostró un notable potencial para la generalización algebraica, evidenciado principalmente a partir del repertorio gestual. No obstante, el análisis de las interacciones con sus pares mostró que, a pesar de su capacidad sobresaliente, las ideas de Daniel fueron mayormente ignoradas o no desarrolladas por sus compañeros. Estos resultados subrayan la necesidad de abordar las dinámicas de exclusión en la enseñanza de la matemática.
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