Propuesta de modelo teórico: caracterización de los niveles de dominio de la competencia matemática plantear y resolver problemas

Abstract

This article It aims to characterize the domain school Jorge Eliecer Gaitán 9th grade students, presented in mathematical competition pose and solve problems to develop mathematical complexity learning activities increased, with the mathematical object the median, activities designed in didactic sequences from an approach training partner.
It is a type quantitative, qualitative, interpretive research; the study was conducted through the analysis of the performances of students in knowing be, do, and know know. To develop this analysis a theoretical model proposed is a priori that links mathematical processes with mathematical content in levels of mastery of mathematical competition pose and solve problems. The results of this research suggest that mathematical processes are above levels in education through competition and that it is necessary a reorganization of the curriculum focused on two learning expectations: short term related to the specific objectives, articulated to the second, long-term expectation related to the competencies. On the other hand, to evaluate competence processes it is necessary to complement the classical someone with the self-assessment and the evaluation between peers to make it more comprehensive.