Matemática para arquitectos: convergencias conceptuales y experiencias pedagógicas integradas con expresión gráfica
Abstract
Resumen: Desde la década de los 90 del siglo pasado, los sucesivos intentos de integración entre diferentes disciplinas, han devenido en factores de éxito en la enseñanza de la Arquitectura y el Urbanismo en Cuba. La necesidad de que esta práctica abarque también disciplinas básicas, no propias de la especialidad, se refleja cada vez más en el diseño curricular. El trabajo que se presenta muestra la evolución de la enseñanza de la Matemática en la formación de arquitectos, así como experiencias pedagógicas de integración específicas con la disciplina Expresión Gráfica. Se reconocen diferentes niveles de integración y se identifican como aspectos esenciales a tener en cuenta para el diseño de una estrategia a seguir para el logro de resultados superiores: la capacitación de los docentes, el trabajo metodológico conjunto, el aprendizaje basado en problemas y el vínculo investigación-docencia.
Palabras Clave: Diseño curricular, estrategias de integración, experiencias pedagógicas.
Mathematics for Architects: Conceptual Convergences and Pedagogic Integrated Experiences with Graphic Expression.
Abstract: Since 1990, the continue iterations of integration between different knowledge areas has been successful factors in Architecture and Urbanism teaching in Cuba. The need for that integration regarding the basic disciplines is constantly revealed in the curriculum design. This paper shows the evolution of Mathematics teaching in the architects training, as well as some pedagogical experiences about the integration of Mathematics and Graphical Expression subjects. Different integration levels are recognized in this work. On the other hand, some fundamental aspects to take into consideration for the design of a strategy to obtain better results are identified: teachers’ training, methodological work, problem-solving learning, and the teaching-research relationship among them.
Key words: curriculum design, pedagogical experiences, integration strategies.
Downloads
How to Cite
Issue
Section
License
a. The authors retain the copyright and guarantee the magazine the right to be the first publication of the work as well as a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the authorship of the work and the initial publication in this magazine.
b. Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are allowed and encouraged to disseminate their work electronically (for example, in institutional repositories or on their own website) before and during the submission process, as it can lead to productive exchanges, as well as a more early and major published papers (See The Effect of Open Access, in English).
