Paradigmatic complexity in the meaningful learning of mathematics

Abstract

Math education is the area that presents difficulty at different levels of the basic. The objective of this work is to assess the level of scientific evidence that exists about meaningful learning in mathematics and its structure from the paradigm of complexity. The methodology used was documentary exploration in learning strategies, significant learning of mathematics and paradigm of complexity. Sufficient documentation is found to support the recommendations made by scientific societies for the use of educational strategies based on meaningful learning of mathematics. It is then judged that the proposal does not reflect reality in the light of the results in the state tests, then a question arises what are the factors that affect the implementation of teaching strategies by primary primary teachers for the meaningful learning of mathematics?