COGNITIVE SKILLS OF RURAL STUDENTS TO ACCESS QUALITY LEARNING OPPORTUNITIES IN THE MATHEMATICS CLASS

Abstract

The purpose of this article was to characterize the cognitive abilities of students belonging to a rural context to access quality learning opportunities in the mathematics class. We proceeded under Design-Based Research (IBD), focused on the development of theories about learning processes, twelve (12) students from grades six to ninth participated; between the ages of 12 and 17, from a Colombian rural area. Participant observation, video analysis and Hypothetical Learning Trajectories (THA) were used. The theoretical framework was Critical Mathematics Education and Teaching for Robust Understanding. As results, it was found that there is homogeneity in the levels of cognitive abilities of mathematical pre-knowledge, despite being students of different grades and ages. Besides, the participants are below their level of schooling. It was concluded that the low academic performance of rural students is mainly due to difficulties in accessing quality Learning Opportunities that exacerbate the low level of cognitive skills throughout their academic career. So, this group of students can be characterized as students in conditions of academic risk.