La triada configuración-interacción-emergencia: una mirada compleja a los procesos de aprendizaje en el aula de Matemáticas

Jesús Enrique Hernández-Zavaleta; Eduardo Andrés  Carrasco Henriquez; Vicente Carrión Velázquez

doi:10.46551/emd.v6n12a12

Authors

Jesús Enrique Hernández-Zavaleta University of Calgary https://orcid.org/0000-0003-2937-1932 https://www.researchgate.net/publication/359636203_February_2022
Eduardo Andrés Carrasco Henriquez Universidad Metropolitana de Ciencias de la Educación https://orcid.org/0000-0002-9175-294X
Vicente Carrión Velázquez Universidad Pedagógica Nacional https://orcid.org/0000-0001-6497-3010

DOI:

10.46551/emd.v6n12a12

Keywords:

Mathematics Classroom, Collective Learning, Complexity, Emergence, Interaction

Abstract

The Mathematics classroom is highly complex. It is organized at multiple levels and constraints. Given the methodological challenges of its research, this article proposes the configuration-interaction-emergence triad as a complex, systemic and dynamic approach to the classroom. Its theoretical bases lay down in the investigations of the collective processes permeated by Maturana and Varela´s (1984) studies on human cognition. This qualitative research identified textual productions related to aspects of the triad in two learning experiences: (1) a workshop on educational uncertainty with mathematics teachers and (2) a study with students, in ninth and tenth grades, studying the double pendulum. The results showed the triad as a category of analysis that favors a systemic view of the classroom. We conclude that the triad allows us to focus on a gaze that does not separate but rather understands the systemic and evolutionary nature of the learning processes in the Mathematics classroom.

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References

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