The teaching of random thinking in secondary education and its relationship with significant learning

Abstract

Teaching processes are defined based on what teachers develop from their own perspective to generate learning in students. In this sense, it is necessary to recognize that in the field of mathematics, the situation is complex, since it depends on the understanding of the studied phenomena and how they affect the development of mathematical thinking. For these reasons, the objective of this article is to analyze the teaching process of random thinking and its relationship with meaningful learning, based on the contributions provided by existing literature, including Ausubel (2002), Cano and Zapata (2016), Carranza and Guerrero (2016), Jiménez (2014), and Tainta (2003), which are interpreted based on the author's experience. For this reason, a documentary study was conducted to understand the meanings of the different points of view of renowned authors.