SURVEYING IN THE DEVELOPMENT OF SPATIAL METRIC THINKING IN RURAL AREAS.

Abstract

Learning mathematics in the rural context of basic primary education in Colombia presents unique and significant challenges, often amplified when compared to urban and, to a greater extent, private schools. These obstacles not only impede the acquisition of mathematical knowledge but also influence student motivation and cognitive development. This article explores the use of land surveying as a didactic strategy to strengthen the learning of metric-spatial thinking among students in multi-grade classrooms in rural settings, aided by the process of didactic transposition. The research involved characterizing the geographical, social, economic, cultural, and educational particularities of the inhabitants; diagnosing the results of internal and external tests, which revealed difficulties in metric-spatial thinking; designing and implementing the didactic strategy; and finally, evaluating the knowledge construction generated by the applied strategy. Its methodology adopted an interpretive paradigm with a qualitative descriptive approach, an ethnographic participant action design, and a non-probabilistic intentional sample of basic primary students as the object of study. The results demonstrated significant progress in students, despite existing difficulties in accessing education. In conclusion, the strategy based on land surveying, guided by didactic transposition, strengthened the development of learning in metric-spatial thinking, but it requires adaptations to ensure the inclusion and learning of all students.