Perceptions and challenges of social projection to optimize teachers and students mathematical competences / Percepciones y desafíos de la proyección social para optimizar las competencias matemáticas en los docentes y estudiantes

Abstract

This  article  presents  the  analysis  of  the  main  results  collected  and methodologically  triangulated.  The  main  purpose  was  to  determine  the perceptions  and  challenges  of  the  social  projection  project  to  strengthen
mathematical  competences  for  teachers  and  students  (cycles  III  and  IV)  for public  and  state  educational  institutions  at  Hunter  District.  A  mixed  approach
was  developed  in  order  to  analyze  quantitative  and  qualitative  data.  The participants  In  the  evaluation  were  32  primary  school  teachers,  280  second grade  elementary  students,  215  fourth  grade  students  and  25  undergraduate
students.  The  results  show  the  strengthening  of  mathematical  competences  in teachers  and  students,  which  allowed  demonstrating  the  cohesion  processes  in
the  curriculum  with  pedagogical  and  didactic  resources.  Finally,  classroom teachers  and  undergraduate  students  were  able  to  integrate  knowledge  and skills related to mathematics with the purpose of strengthening skills for solving problems  in  second  and  fourth  grades,  elementary  education  which  made possible an improving of the students´ skills.

Keywords: Social  Projection,  Educational  Practices,  Mathematical  Competences and Learning Achievement.