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dc.contributor.authorMacías García, Juan Antonio
dc.contributor.authorMartín Gámez, Carolina
dc.contributor.authorGonzalez-Mari, Jose Luis 
dc.contributor.authorGarcía-Pardo, Francisca 
dc.date.accessioned2018-04-17T06:24:28Z
dc.date.available2018-04-17T06:24:28Z
dc.date.created2018
dc.date.issued2018-04-17
dc.identifier.urihttps://hdl.handle.net/10630/15543
dc.description.abstractOne 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.en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.“Criterios e instrumentos de evaluación de unidades de enseñanza y aprendizaje” (PPIT.UMA.B1.2017/16) financiado por la Universidad de Málaga en la convocatoria de 2017-2018.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMatemáticas - Estudio y enseñanzaen_US
dc.subjectCiencias - Estudio y enseñanzaen_US
dc.subject.otherScience and mathematics educationen_US
dc.subject.otherAutonomiesen_US
dc.subject.otherFormative dimensionen_US
dc.subject.otherMathematical and scientific competencesen_US
dc.titleTeleological structure of scientific and mathematical educationen_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Ciencias de la Educaciónen_US
dc.relation.eventtitleNew Perspectives in Science Educationen_US
dc.relation.eventplaceFlorencia. Italiaen_US
dc.relation.eventdate22 y 23 de marzo de 2018en_US


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