DIDACTIC INTEGRATION OF MATHEMATICAL COMPETENCIES IN COLOMBIAN EDUCATION

Abstract

The didactic integration of mathematical competencies within the Colombian education system is a fundamental process for transforming pedagogical practices and strengthening the holistic development of students. It is understood that learning this discipline must go beyond the mere memorization of procedures and numerical operations. From this perspective, it is essential to recognize that mathematical competencies encompass a set of knowledge, skills, attitudes, and capabilities that enable individuals to interpret, analyze, and resolve problems encountered in various everyday contexts. Consequently, the primary objective is to examine the connections between the didactic instruction of mathematics and the application of competencies specific to the subject. This essay adopts a systematic approach to theoretical aspects, highlighting the necessity for mathematics instruction to maintain a constant alignment between curricular frameworks, didactic strategies, and the sociocultural experiences of students. Therefore, the role of the educator should focus on creating pedagogical environments in which students actively participate in constructing meaningful mathematical knowledge. This entails moving beyond traditional approaches which center exclusively on the transmission of content toward the adoption of methodologies that foster exploration, discovery, and argumentation.