Mathematical culture: Diagnosis of its development in Pinar del Río Secondary School

Abstract

The teaching and learning process of mathematics should contribute to the development of students' mathematical literacy, enabling them to understand and appreciate the usefulness of mathematics in life and school, as well as value its history and logical beauty with a critical attitude toward problems that can be solved through mathematical thinking. This article presents the results of a research project related to the diagnosis of the development of mathematical literacy in junior high schools in the province of Pinar del Río, Cuba. Empirical methods such as document analysis, interviews, observation, and pedagogical testing were used, along with mathematical and statistical methods that allowed for the processing of the data obtained. Among the main findings were the set of variables through which the study could be developed, as well as their behavior after the application of the aforementioned methods. In this regard, it was found that the class does not have the expected impact on the students' sociocultural context, as teachers have a poor perception of the potential of the discipline's normative documents for developing mathematical literacy. This was evidenced by the lack of interdisciplinary contextualization of teaching tasks, the limited use of the history of mathematics as a resource to motivate students in the study of this science, and the weak integration of mathematical content with the skills developed by different social groups.