2026-06-01T04:21:39Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/155432026-02-03T12:02:36Zcom_10630_2254col_10630_37959

Teleological structure of scientific and mathematical education Macías-García, Juan Antonio Martín-Gámez, Carolina González-Mari, José Luis García-Pardo, Francisca Matemáticas - Estudio y enseñanza Ciencias - Estudio y enseñanza One of the main educational objectives in the current Spanish curricula is to develop mathematical and scientific competences, understood as the set of skills and abilities needed to apply Mathematics and Science in situations where are required. This is therefore closely related, on one hand, to the functionality of the knowledge, in the sense of its usefulness in problem solving and in mathematical and science modeling problems. And, on the other hand, is related to the understanding of disciplinary knowledge, a cognitive phenomenon that enables and gives competence to the individual to elaborate contextualized and accurate answers. These answers involve the use of mathematical and scientific knowledge in some of the categories of their phenomenological and epistemological dimensions. For this reason, in this work we carry out a theoretical and reflexive analysis that tries to determine which aspects of the Mathematics and Science Education should be promoted in order to optimize the formative dimension of an individual in these disciplines. This dimension, frequently forgotten in learning and teaching processes, turns out to be, in conjunction with the functional and instrumental dimensions, necessary to acquire the appropriate knowledge in Mathematics and Science that will enable future citizens to permanently adapt to the environment and eventually transform it positively. The results of the analysis show the components of this dimension that should be prioritized in the Science and Mathematics Education: the intellectual autonomy, understood as the ability to think for ourselves and to put in use our abilities and skills to generate information to solve real life problems and to make the right decisions; the moral autonomy, defined as the capacity to face with real life problems with ethical implications; and the social autonomy, understood as the aptitude to make decisions using social abilities and skills. 2018-04-17T06:24:28Z 2018-04-17T06:24:28Z 2018-04-17T06:24:28Z 2018-04-17 conference output https://hdl.handle.net/10630/15543 eng New Perspectives in Science Education Florencia. Italia 22 y 23 de marzo de 2018 open access