Representaciones sociales de estudiantes de arquitectura de la UNRN acerca de la matemática

Abstract

This article analyzes the social representations of first-year Architecture students at the National University of Río Negro (UNRN) about Mathematics as a discipline. Social representations affect the ways of looking and doing in the world. From the voices of the students who are part of the research, we observe that three positions are evident in relation to Mathematics: interest and taste for the contents and specific methodology; recognition of the complexity inherent to the field of knowledge; and, finally, assessment in relation to the contribution to solving problems in daily life and with respect to Architecture in a particular way.