Geometry teaching practices of rural educators in Boyacá Colombia, interpretive analysis from curricular references 1991-2017

Abstract

The central axis of this article is to present an interpretive analysis from the teaching practices carried out by 8 educators from rural unitary schools and multigrade classrooms from different regions of the department of Boyacá, with the aim of strengthening the geometric reasoning competence, particularly the transition. from the two-dimensional to the three-dimensional and vice versa, analysis of the implementation of quality benchmarks and curricular improvement proposed by the Ministry of National Education. In addition, it seeks to contribute to the teaching process from the geometric reasoning criterion proposed by Van Hiele, specifically in relation to the development of the first three levels proposed for primary basic education students.