Mathematics in its empirical competencies. Analysis linked to a deconstructive experience in teaching

Abstract

Mathematics is a fundamental pillar of education due to its practical application in daily life; however, traditional pedagogical models continue to favor a homogeneous and transmissive teaching-learning approach, which limits equitable access and generates academic exclusion. The objective of this article is to establish a foundation for deconstruction, viewed through a lens of change and improvement in teaching praxis, to create an inclusive educational environment centered on diversity. Methodologically, the research is projective with a field design; the sample included two teachers and 75 sixth-grade students from the UE Cardenal Spinola of Fe y Alegría, utilizing diagnostic evaluations and questionnaires as data collection instruments. Based on the analysis of the results, the research reveals a transition from an initial 20% failure rate to a 97.22% academic success rate. This is not merely an improvement in grades; it is a validation that the traditional teaching system must be deconstructed. Consequently, it can be concluded that low academic performance was not an unchangeable trait of the student, but rather a consequence of curricular and methodological rigidity, which was successfully mitigated through innovative pedagogical practices that provide significant value to the research of teaching practices.