Resumen

WONGO GUNGULA, Eurico; DIEGUEZ BATISTA, Raquel  y  PEREZ UGARTEMENDIA, Eglys. Teaching strategy for the improvement of the interpretative formation process in superior mathematics. Rev. Actual. Investig. Educ [online]. 2015, vol.15, n.2, pp.366-407. ISSN 1409-4703.

This article is a synthesis of the practical contribution to a doctoral thesis developed in the interpretive formation process in Superior Mathematics, held at the University of Oriente, Cuba, from September 2010 to June 2014. For its implementation in the educational practice, a series of actions leading to the improvement of interpretive thinking of the university students were designed essentially patterned in the socialization processes of mathematical problem solving and interpretation of results corresponding to application needs in the solution of concrete problems of life and profession. The methodological approach followed in its development and practical exemplification is primarily qualitative, scheduled in action research as a type of social research based on observation of phenomena associated with the action and resolution of specific problems, where the active and committed participation of the researcher and others subjects involved in the process, play a fundamental role in its transformation. Its aim is to improve the mathematical formation process in Angolan higher education, given the shortcomings that can be seen in this context, obliging systematically to hire teachers trained in foreign universities to ensure the continuity of the formative process, especially in the last years of a mathematics degree. The obtained results show the role of content contextualization, exercises, problems and its logical interpretation, as an indispensable tool to improve the professional formation of the future mathematics teachers.

Palabras clave : Interpretive Formation; Mathematical Formation; Contextualization; Practical Application; Teacher Formation; Angola.

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