Formative research in the rural classroom: resignification of basic mathematical operations and socio-emotional understanding in primary education
DOI:
https://doi.org/10.24054/coh.v15i2.4554Keywords:
Math Anxiety, Rural Education, Pedagogical Strategies, Formative Research, Basic OperationsAbstract
Traditional mathematics teaching models, remaining fragmented and disconnected from the sociocultural realities of the rural environment, often consolidate epistemological barriers and symptoms of math anxiety that restrict the integral development of children. The fundamental objective of this research was to evaluate the impact of an innovative pedagogical proposal, mediated by formative research, called the pedagogical strategy "Los Cristobalitos School Agricultural Market," aimed at strengthening mathematical learning, optimizing academic performance, and mitigating math anxiety in fourth-grade students at the Institution Educative Cristóbal Colón, Venecia headquarters (Trujillo, Valle del Cauca). Epistemologically, the study adhered to the socio-critical paradigm through the methodology of Pedagogical Action Research (PAR), adopting a mixed approach with an explanatory sequential design (EXPLID) applied to a purposive sample of twenty-six students. The instruments included objective diagnostic characterization tests, an adapted version of the Mathematics Anxiety Scale for Children (MASC), and pedagogical field diaries. Quantitative results in the pre-test phase revealed a severe operational lag in multiplicative structures (73.1% incorrect answers) and division (88.5%), directly correlated with high and severe anxiety levels (76.9% of the sample) during formal and rote evaluations. Following the implementation of the educational intervention, based on the playful simulation of commercial transactions with local agricultural products, post-test data showed an increase in operational success to 84.6% in multiplication and 71.2% in division, accompanied by a reduction in math anxiety to 15.4%. It is concluded that the contextualization of mathematical knowledge through formative research not only enhances cognitive competence but also acts as a socio-emotional care practice that resignifies the school occupation of rural students.
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