Maestría en Educación

Del spray al par ordenado: procesos de objetivación mediados por el artefacto cultural ajedrez en un aula multigrado

This research documents the characteristics of the processes of objectification developed by students in a rural multigrade classroom (fourth and fifth grade, Escuela Nueva model) during a sequence of activities on Cartesian coordinates mediated by chess as a cultural artifact, from the standpoint of Radford's Theory of Objectification (TO). Using a qualitative approach and a case study design, the study worked with 4 students from a rural school in Cundinamarca, drawing on six classroom videos (approx. 4 hours) analyzed through Moretti and Radford's (2023) multimodal analysis protocol. From the sequence of activities, 17 salient moments emerged, diachronically synthesized into three semiotic sets: the evolution of the names given to the pieces, of students' understanding of the coordinate system, and of the forms of relationship among the students. The findings show that the documented processes of objectification are multimodal, progressive, non-linear, genuinely collective, and culturally situated, tracing a trajectory that runs from the spray —an everyday object one student uses to name a pawn— to the decimal ordered pair that designates a position on the universal Cartesian plane. The most notable finding is that the rural community's cultural referents did not function as a starting point to be transcended, but as semiotic means constitutive of mathematical objectification, offering empirical evidence from a rural Colombian context to research on objectification mediated by cultural artifacts.

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