From student’s conceptions to the development of mathematical competence: a meaningful course in Data Treatment and Organization

Abstract

Within a context of a supervised teaching traineeship, a set of classes on the Data Treatment and Organization (DTO) was developed as part of the subject of Mathematics. This intervention was carried out with a class from the 6th grade involved in a social project called “Qualify to Include”, which was used to frame mathematical knowledge. When creating the classes, we used the previous knowledge obtained by the children on this matter, and we have used technology (mobile phone, computer, projector, videos) to record and think about the autonomously developed productions. Along with establishing the context and individual monitoring, these strategies resulted in an added inherent motivation. They have also resulted in an active participation of the class in a continuous path of learning, where some of the produced work revealed more sensible and meaningful learning practices for the child. Therefore this didactic proposal is presented as appropriate and consistent in creating a more solid mathematical knowledge for the student.