Cognición social en la educación primaria

Abstract

Since teaching practice is a space that allows teachers to reflect on their daily activities, it was considered pertinent to retake the term social cognition from cognitive neurosciences to be characterized and developed in the teacher himself. Social cognition refers to the ability to respond to certain demands of the environment in which the individual develops by making use of his cognitive, social and emotional resources. Thus, this research advance is focused on the favoring of social cognition in the teacher, through the implementation of theoretical suggestions derived from cognitive neurosciences in the subject of mathematics in a multigrade group, through the design of a contextualized learning situation, whose context is farming as the main economic activity. Preliminary results indicate, as a consequence of the development of the teacher’s social cognition, a direct improvement in the students’ mental calculation skills in addition and subtraction, as well as group interrelation.