Page 19 - Revista Virtualidad Educativa

ABSTRACT
This research contributes the development of cognitive skills as a basis for the formation of basic skills that every student requires to develop successfully by answering not only to the management and application of the knowledge obtained at school, but also to acquire them as an integral formation process and forever. Based on Guy Brousseau’s Didactic Situations theory as a facilitator of the learning-teaching process where who learns, represents the central point of interest through a Methodology to Develop Cognitive Skills as generators of abilities in the mathematics subject at secondary level, the role of learning facilitator is promoted in the teacher through the design of teaching situations enriching the competences that UNESCO frames as pillars of education: learning to know, learning how to do, learning to live together and learning to be.
Supported with the Didactic Model of Mathematics formed by the Principle of Modeling Didactic Problems that attends to the dimensions: social, didactic, and metacognitive as a starting point to coordinate knowledge through context-specific situations whose solution gives sense and motivation to solve them. Part of the idea that currently talking about a competency-based education requires spaces for the student to use their own strategies and cognitive tools, making them aware of the previous learning that is required for, and therefore build new ones from these.
PALABRAS CLAVE:
Habilidades cognitivas, desarrollo de competencias, situaciones didácticas.
KEYWORDS:
Cognitive skills, competence development, didactic situations.
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