"Wormholes" en el núcleo común: Razonamiento espacial, alfabetización y educación matemática

Autores/as

  • Philip J Gersmehl Michigan Geographic Alliance, Central Michigan University and New York Center for Geographic Learning

DOI:

https://doi.org/10.17227/Anekumene.2011.num2.7193

Palabras clave:

Neurociencia, razonamiento espacial, alfabetización, enseñanza de las matemáticas

Resumen

Las últimas décadas del sigloXX fueron testigas de una revolución en la investigación del cerebro. Usando las nuevas tecnologías de escaneo los investigadores encontraron que el razonamiento espacial humano utiliza una serie de estructuras cerebrales apartadas que funcionan con cierta independencia, a menudo simultáneamente. Por otra parte, estas estructuras y las redes del cerebro se desarrollan a ritmos diferentes en cada niño, dando lugar a importantes diferencias individuales en el rendimiento de tareas espaciales dentro del aula, incluyendo la lectura y diversos tipos de razonamiento geométrico/matemático., Tomando como base esta investigación en neurociencia, diseñamos nuevos materiales educativos para promover el razonamiento espacial. En este artículo se describen los siguientes ejemplos: una secuencia de lecciones de geografía organizadas por edades que incluye un estudio de mapas sencillos de los animales Africanos para el nível de primaria, una serie de actividades relacionadas con el clima dirigidas a la básica secundaria y una lección acerca de las estrategias para combatir la malaria y otras enfermedades tropicales en una era de cambio climático global planeada para la media. Nuestras lecciones de geografía fueron aplicadas en varios barrios muy pobres de NuevaYork. Los estudiantes también alcanzaron logros significativos en el desempeño de lectura estandarizada y las pruebas de matemáticas. Si bien no podemos decir que se “demostró” una relación de causalidad, las posibilidades son muy interesantes. En este contexto, es importante tener en cuenta que el nuevo Currículo Básico Común en los Estados Unidos se basa en investigación obsoleta. Como resultado, la implementación de clases experiementales del tipo descrito en este artículo pueden desanimar a los administradores escolares.

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Biografía del autor/a

Philip J Gersmehl, Michigan Geographic Alliance, Central Michigan University and New York Center for Geographic Learning

Ph.D., Visiting Research Associate, Central Michigan University, and co-director of the New York Center for Geographic Learning, New York, U.S.A.

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Publicado

2011-07-26

Cómo citar

Gersmehl, P. J. (2011). "Wormholes" en el núcleo común: Razonamiento espacial, alfabetización y educación matemática. Anekumene, 1(2), 37–53. https://doi.org/10.17227/Anekumene.2011.num2.7193

Número

Sección

Teorías geográficas, geografía de la cultura y la vida cotidiana

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