Lenguaje Matemático: Estrategias Comunicativas Para la Enseñanza

Abstract

This degree work presents as a proposal a set of ten communicative strategies for mathematics teaching centered on mathematical language, aimed at mathematics teachers. From a qualitative approach with a comparative scope, techniques such as classroom observation and interviews with mathematics teachers were applied, with the purpose of identifying the most effective communicative strategies and the limitations present during teaching. As a result, progress is evidenced in participation and dialogue in classes, although difficulties persist related to classroom organization, content contextualization, and the development of linguistic and argumentative skills. Therefore, a set of communicative strategies is proposed through practical sheets to be applied without requiring additional time or complex resources, thus promoting more participatory, reflective, and communicative teaching. The objective was to provide teachers with strategies that strengthen the teaching of mathematical language and facilitate interaction, reflection, and knowledge construction by the student. In conclusion, these strategies respond to the real needs of the classroom, the promotion of horizontal communication, and the use of diverse languages (verbal and non-verbal) that are important for improving the understanding of mathematical language.