Revista Scientific Edición Especial - Febrero-Abril 2017 | Page 217

Abstract
The university teacher in his reflections should seek a didactic
intervention, which leads him to redefine thinking, didactic argument and
mathematical language for the construction of knowledge, this from a
hologramatic perspective, linking these elements, some with respect to others.
The teacher is immersed in reductionist and repetitive explanations, which do
not give spaces, to incorporate new didactic situations, without allowing their
contextualizations, for this was developed the study of the construction of the
foundations of the hologram in the didactic thinking of the university teacher in
the Area of mathematics, which reshape educational action. The investigation
was based on the qualitative research paradigm, using the documentary
method, with the design of bibliographic research, supported in the
management of hermeneutics, using underlining, signing, interpretation and
analysis as a technique. The information processing process was validated
with categorization, structuring, testing and triangulation. The results indicated
that the teacher, working conventionally, rigid and narrow reflexive action. In
conclusion, the teacher must re-dimension his / her cognitive ideals, starting
from the systemic construction, so that each part is integrated through the
management of knowledge, of all the elements that involve the didactics of
mathematics.
Keywords: hologramatic; didactic; mathematical; university.
Date Received: 07-11-2016
Date Acceptance: 25-01-2017
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Arbitrado
Hologramatic in University Mathematical Didactic