DIALOGICA

Beyond the blackboard. Comparing traditional and constructivist teaching strategies in the development of logical-mathematical intelligence

Angela Patricia Mora Pantoja — 2025-07-10

This paper reports on a research study that aimed to compare the effectiveness of two teaching methods: the traditional model and another that utilizes constructivism, in the development of logical-mathematical intelligence within the framework of Gardner's multiple intelligences. This was achieved with the participation of 27 eighth and ninth-grade students from the rural educational institution La Rastra, located in the municipality of Milán, Department of Caquetá, in Colombia. Through a quantitative approach and the application of different pedagogical strategies, the study sought to determine which of these approaches was more effective in fostering mathematical thinking, problem-solving, and the understanding of abstract mathematical concepts, through the completion of a final test with standardized questions. The results obtained made it possible to identify the strengths and weaknesses of each method, as well as to propose recommendations for the implementation of more effective pedagogical practices.

A reflective look at the teacher as a model and transforming agent

Diomira González — 2025-07-10

This article presents a reflective and interpretive work on the teacher's role as a model and transforming agent in the present day. Its objective is to offer an argumentative framework that highlights the relevance of the teacher figure in the holistic development of students, transcending traditional teaching and becoming a reference for behavior and service. This influence is key to building a more conscious and committed citizenry, forming individuals capable of facing the challenges of the contemporary world and making significant contributions to society. Topics such as the teacher as a guide in learning, their social impact, their motivating role, transformational leadership, and their commitment to educational quality were addressed. Methodologically, it was based on a qualitative interpretive approach supported by the review of various related articles. It concludes that a committed and satisfied teacher becomes an essential pillar for the integral development of their students and the educational community.

Social representations of managerial communication from the perspective of directors and teachers

Luis Manuel Hernández — 2025-07-10

Managerial communication is key in the coordination and productivity of educational institutions, facilitating the exchange and analysis of information between areas and levels. This research seeks to construct a theoretical framework on the social representations of managerial communication from the perspective of directors and teachers in schools in the La Ureña sector, Dominican Republic. A qualitative and interpretative approach will be adopted, using a phenomenological method with techniques such as participant observation and semi-structured interviews. The study will include the collection of information, thematic analysis and formulation of conclusions. The informants will be managers and teachers, and scientific rigor criteria will be applied to ensure the validity of the study. The results highlight that current communicative practices lack integration, evidencing a need for a more proactive communicative management, which not only focuses on operational results, but also on strengthening interpersonal relationships, in order to improve the satisfaction of all the actors involved.

Relevance of religious organizations as support networks for the inclusion of people with disabilities

Tatiana Ruiz Valenzuela — 2025-07-10

This article examines how support networks contribute to the social, emotional, and functional inclusion of people with disabilities. Special attention is given to the role of religious organizations, which, beyond their spiritual function, have emerged as key social actors in providing assistance and fostering community ties. Based on a theoretical analysis and recent empirical evidence, the article explores the foundations of social support, describes successful interventions, and proposes strategies to strengthen these networks in the current context, considering updated data from international organizations and academic studies.