The development of interpretive thinking of the university student from a didactic-mathematical approach

One of the most important challenges of the current University is adapting to the changes that society demands it, both in relation to the improvement of the quality of teaching and learning, as scientific investigations carried out. This article is the result of theoretical and practical construction of a doctoral thesis developed in the dynamics of interpretive training in Higher Mathematics (Gungula, 2014). It aims to contribute to the development of interpretive thinking college student from a didactic-mathematical approach, given the analytical and interpretive inconsistencies that can be seen in the Angolan students entering Higher Education contemporary. The structure and articulation of methodological procedure followed in its construction are consistent with the Configurational Holistic approach and proposals for De Guzman (2007), Fuentes (2009) and Matos and Cruz (2011). In addition, the methodological concept emerging from the system of relations established between these constructions is consistent with the threads and links required for the development of logical thinking and interpretive college student. The synergy of the teaching strategy proposed as a means of implementing the theoretical construction in educational practice emerges from the formative relevance of its applicability in the improvement of teaching and learning of mathematics in Higher Education. The results from practical application, as well as the assessments issued by experts, demonstrate the scientific and methodological relevance of the theoretical and practical construction done for the development process of interpretive thinking college student.