Resumen

HOYOS DORIA, Yina Marcela; BELTRAN RAMOS, Misael Antonio; HERNANDEZ RIZZO, Pedro  y  PARRA ANGARITA, Wilson Javier. Jorba and Sanmartí's Scaffolding and Learning Cycle: Convergence and Application in Mathematical Education. Prax. Saber [online]. 2023, vol.14, n.36, pp.76-92.  Epub 11-Oct-2023. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v14.n36.2023.15113.

Although Jorba and Sanmartí's scaffolding and learning cycle have accumulated several decades of research, no study has performed a conjoint analysis of both methods. Based on their theoretical approaches, this paper presents a conceptual model for their convergence. This link made it possible to design and implement a didactic sequence contextualized for the teaching of rational numbers in rural schools. A novel metacognitive evaluation card was constructed in order to integrate convergence, the teacher's role, and the expected student performances. The worksheet facilitated the results and revealed, from an empirical and descriptive perspective, that the proposed convergence is effective because it favored the understanding of the content, promoted student's; autonomy, and significantly impacted their affectivity. However, the gradual withdrawal of the teacher's support and the increasing complexity of the activities caused a progressive decrease in the student's; performances. The proposed conjunction adapts well to the rural school learning context and is expected to be attractive for combining both cognitive and socio-affective interests.

Palabras clave : scaffolding; Jorba and Sanmartí's learning cycle; rural context; mathematical education.

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