2021. Un año de incertidumbres para la Educación Matemática

Moll, Vicenç Font; Sala, Gemma

doi:10.1590/1980-4415v34n68e01

Cited by 7 publications

(1 citation statement)

References 9 publications

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“…Different strategies have emerged in the teaching and learning processes during this global emergency. However, the early adoption of educational models involving the use of new technologies has generated concerns about losing some benefits of teaching carried out in classroom settings and falling into the simple transmission of content (Bakker and Wagner, 2020;Bozkurt & Sharma, 2020;Castro, Pino-Fan, Lugo-Armenta, Toro & Retamal, 2020;Chirinda, Ndlovu, & Spangenberg, 2021;Font, & Sala, 2020;Peña, Pino-Fan & Asis, 2021;Videla, Rossel, Muñoz, & Aguayo, 2022).…”

Section: Introductionmentioning

confidence: 99%

TPACK Model: Teachers’ Perceptions of Their Technological Competence When Conducting an Experimental Virtual Lesson in the Context of Covid-19

Morales-López¹,

Poveda-Vásquez

2022

Acta Sci.

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Background: One of the current concerns in the face of the changes and challenges imposed by the COVID-19 pandemic is the quality of the education received in non-traditional environments such as virtual or hybrid teaching. Elements associated with this problem include the knowledge and skills that mathematics teachers use to work in these environments and to integrate them into mathematics education. Objectives: This investigation aimed to characterise the levels of technological competence self-perceived by mathematics teaching staff when planning and executing a virtual class. Design: A qualitative framework was used in an exploitative-descriptive approach. Setting and participants: This study is part of a doctoral research in which we sought to identify the knowledge demonstrated by three mathematics teachers when incorporating technology into a virtual class with 24 students. The TPACK model (domains and subdomains linked to technology) was used to achieve this. Data collection and analysis: The data was collected through an open-ended interview linked to the video recording of the class, and the analysis used was content analysis. Results: The main conclusion was that the teachers perceived the levels of their technological competence to be very high when implementing an experimental virtual class. Conclusions: It is suggested that their continuous professional development and, especially, having worked together in a team for several years is a possible factor that makes them feel more able to integrate technology in mathematics education.

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Section: Introductionmentioning

confidence: 99%

TPACK Model: Teachers’ Perceptions of Their Technological Competence When Conducting an Experimental Virtual Lesson in the Context of Covid-19

Morales-López¹,

Poveda-Vásquez

2022

Acta Sci.

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Modelo de Evaluación de la Idoneidad Didáctica de un Proceso de Estudio Masivo en el Contexto de la Pandemia de SARS-CoV2

Malet

Giacomone

Repetto

2022

Bolema

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Resumen Desarrollar herramientas basadas en criterios fundamentados para evaluar un proceso educativo de manera rigurosa y sistemática, y así tomar decisiones orientadas a su mejora, es un asunto de importancia en la agenda de investigación del campo educacional. Si bien son numerosos los trabajos en esa dirección, no se dispone, hasta ahora, de un modelo de evaluación aplicable a cursos masivos. En este artículo se presenta un modelo destinado a valorar la calidad de un proceso de estudio en el que participan numerosos docentes y estudiantes; la asignatura en la que tiene lugar es cuatrimestral, y forma parte del curso de ingreso a una universidad pública nacional. El modelo fue concebido como recurso para la reflexión profesional de quien tiene responsabilidades de coordinación de la asignatura; su diseño resultó compatible con los drásticos cambios que impuso la pandemia de SARS-CoV2. Lo integran dos cuestionarios de carácter censal, uno destinado a los profesores y el otro, a los estudiantes, basados en una adaptación de los criterios generales que conforman la noción de idoneidad didáctica, procedente del Enfoque Ontosemiótico. Los cuestionarios presentan una serie de ítems que operacionalizan el constructo idoneidad y permiten medirlo en una escala intervalar. Se espera que el modelo constituya un aporte para la valoración de la idoneidad de procesos de estudio similares, y, en particular, para la toma de decisiones por parte de quienes los coordinan.

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Training intervention as a means for the implementation of mobile learning

2022

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In this research, tools of the Ontosemiotic Approach (OSA) were used to analyse the formative experience of two teachers in Primary Education service, guided towards the design and implementation of tasks for mobile learning, based on the meaning of the natural number and the use of Kahoot. The experience was developed during a workshop on the design of interactive lessons, where teachers were trained on the use of Kahoot for the design of mathematical content and its implementation in a real class context. Didactic engineering in the general sense of OSA was used as a methodological element. Specifically, the case of the design and implementation of an interactive lesson on the meaning of number sequence was analysed, where some results of the retrospective analysis of the formative experience indicated that: 1) the reference meaning of the natural number is a tool that allows to guide the design of tasks towards the partial meanings, the identification of primary objects, and the Ontosemiotic analysis of them; 2) the use of mobile devices and Kahoot together motivated the teachers. With these results, two training actions are proposed, aimed at teachers: 1) the design of mobile content from the reference meaning of the natural number, and 2) the assessment of the didactic suitability of teaching experiences mediated by mobile devices.

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2021. Un año de incertidumbres para la Educación Matemática

Cited by 7 publications

References 9 publications

TPACK Model: Teachers’ Perceptions of Their Technological Competence When Conducting an Experimental Virtual Lesson in the Context of Covid-19

TPACK Model: Teachers’ Perceptions of Their Technological Competence When Conducting an Experimental Virtual Lesson in the Context of Covid-19

Modelo de Evaluación de la Idoneidad Didáctica de un Proceso de Estudio Masivo en el Contexto de la Pandemia de SARS-CoV2

Training intervention as a means for the implementation of mobile learning

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