Parámetros pedagógicos con nuevas didácticas desde una visión sistémica de la enseñanza de matemáticas en contextos rurales de Santander Colombia

This research article presents, from a systemic perspective, a reading of mathematics teaching in rural contexts in the department of Santander, Colombia, with the aim of defining pedagogical parameters that interact with the most modern didactic bets. Therefore, it examines how innovative pedagogical approaches such as Project-based Learning (PBL) can benefit rural areas of Santander by connecting students with real problems in their community and fostering critical and creative skills. Within the latter, the importance of the centres of interest in mathematics is highlighted, which involve the educational community in the learning process, making the subjects covered more meaningful for students. In addition, the value of teaching resources such as digital tools and interactive methodologies is highlighted, allowing more personalized learning adapted to students' needs, even in environments with limited technological resources. On the other hand, it is pointed out that school infrastructure is essential to implement these approaches, but in many rural areas the lack of adequate space and access to technology limits the effectiveness of educational methods. At the methodological level, the text assumes the style of grounded theory, which, from a documentary analysis, systematizes information and categorizes with a systemic posture so that the educator can exercise his work from a holistic perspective. It is concluded based on the reading of the rural paradigm of Santander, that although there are many challenges, with the implementation of certain pedagogical parameters the task can be carried out provisionally while education policies continue to improve in the country.