Análisis estadístico de los resultados de las pruebas de rendimiento académico del alumnado de la ESO, participante en los premios extraordinarios = Statistical analysis of the academic performance tests results applied to ESO students participating...

Vázquez, María Dorinda Mato; Fernández, Rocío Chao; Seoane, Francisco Jesús Ferreiro

doi:10.5944/reop.vol.26.num.1.2015.14340

Cited by 3 publications

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“…Estos aspectos conforman tipologías y perfiles en [los estudiantes] que deben determinar en gran medida la planificación y la acción [educativa]. (Fernández, Jorge y Martín, 2006, p. 40) Indudablemente, en estas tipologías debemos tener en cuenta, entre otras, la del alumnado de alto rendimiento a la que pertenece la población de nuestro estudio (Mato, Chao y Ferreiro, 2015).…”

Section: Artículo Protegido Por Licencia Creative Commonsunclassified

Análisis de las diferencias de rendimiento del alumnado de centros urbanos y no urbanos a partir de los resultados de los premios extraordinarios de educación secundaria obligatoria

Chao-Fernández

Seoane

Mato-Vázquez

2015

Rev. Electr. Educare

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Recibido 9 de marzo de 2015 • Corregido 21 de mayo de 2015 • Aceptado 17 de noviembre de 2015 Resumen. En este ensayo, a través de una metáfora de lo que implica la siembra, se busca reflexionar en torno al quehacer de la División de Educación Rural (DER) de la Universidad Nacional de Costa Rica y sus logros. Para ello, mira retrospectivamente algunas acciones sustantivas que ha desarrollado la DER, no solo para advertir su surgimiento y consolidación como unidad académica, sino poder identificar aquellos impactos que son significativos, que le han dado proyección universitaria y reconocimiento a nivel nacional en la atención de necesidades de poblaciones rurales e indígenas en condiciones de vulnerabilidad educativa. Palabras claves. Educación rural, poblaciones rurales e indígenas, educador rural e indígena, educación superior, vulnerabilidad educativa. Abstract. Through a metaphor about what planting involves, this essay seeks to reflect on the work and achievements of the Rural Education Division (División de Educación Rural or DER) at the University of Costa Rica. To do this, the article looks in retrospect some important actions that DER has developed, not only to advise about its uprising and consolidation as an academic unit, but to identify those impacts which are significant, that have provided university projection and recognition at national level by addressing the needs of rural and indigenous populations in vulnerability conditions.

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Section: Artículo Protegido Por Licencia Creative Commonsunclassified

Análisis de las diferencias de rendimiento del alumnado de centros urbanos y no urbanos a partir de los resultados de los premios extraordinarios de educación secundaria obligatoria

Chao-Fernández

Seoane

Mato-Vázquez

2015

Rev. Electr. Educare

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“…There are numerous studies that analyze whether there are differences in academic performance depending on the ownership of schools, the results being different. Calero, Escardíbul and Choi [20] and Mato-Vázquez, Chao-Fernández and Ferreiro [21] among others, find evidence that the results of students that come from private centers are better than public ones. However Witte [22], Cordero, Crespo and Pedraja [23] conclude that there is no significant difference in relation to the ownership of the center, coinciding with Coleman, Hoffer and Kilgore [24], who claim that the center has little impact on the academic achievements of the students, being other inputs more important in the determination of the educational output, such as personal and family characteristics.…”

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Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education

2019

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Formal education is experiencing a series of reforms that favor the integration of the contents of different areas in the teaching and learning of the different educational stages. The present study examined the use of an interdisciplinary music and mathematics experience in Secondary Education in Galicia (Spain) in the 2016/17 academic year. A descriptive-exploratory design was used, through a Likert questionnaire applied to 197 students with a diagnostic test and a reference test, and a study of multiple cases was carried out in which information was collected through classroom observations. The results show improvements in the understanding of mathematical and musical concepts, and attitudes and procedures so we can argue that the use of interdisciplinary activities have favored the development of teaching-learning opportunities in mathematical and musical training.Mathematics 2019, 7, 1227 2 of 13 attitudes. However, there is no record of studies linking both these disciplines in compulsory secondary education (ESO). The FractionsFractions are present in the most diverse contexts; they form part of the secondary education curriculum and are essential for learning algebra, geometry, and other areas of higher mathematics [7].Research on this construct creates a certain interest because many students consider fractions to be among the most complex mathematical concepts tackled in the early school years. The difficulties stem from a lack of conceptual understanding and procedural fluidity due to the limited use of manipulative teaching materials, visual representations and/or assessment of responses before attempting to use a formal algorithm [8]. The students see fractions as meaningless symbols or look at the numerator and denominator as separate numbers instead of understanding them as a unified whole [9]. In addition, these doubts persist when they arrive at secondary school as they have not understood the concept or have learnt it badly.Perrenoud [10] argues that the reason students do not make adequate progress stems from the lack of teacher competence in teaching math effectively and not being able to apply mathematics to daily life. In this regard, Castro-Rodríguez, Rico and Gómez [11] emphasize that innovative materials and forms of teaching are very important elements as they capture the schoolchildren's attention and allow them to obtain satisfactory results both academically and personally. Therefore, it is necessary for educators to break the monotony in their classrooms, stimulate their students by introducing novel aspects that arouse their interest and present them with approaches that will motivate and provoke a taste for and curiosity about the world of mathematics. Taking this into account, the main objective of our work is to be able to understand fractions significantly and use them in a range of actions, concepts and procedures linked to varied situations, encouraging students to discover them on their own, and as a team, and then to discuss the strengths and weaknesses of each strategy [7].

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“…There are two types of schools depending on their ownership: public and private since 1985, according to the Organic Law Regulating the Right to Education [22]. There is plenty of research that analyzes whether there are differences between both types, the results being torn between those that do find different results [23,24] and those that conclude that there is no significant difference in relation to the ownership of the center [25][26][27] and claim other inputs to be more relevant.…”

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confidence: 99%

Influence of Musical Learning in the Acquisition of Mathematical Skills in Primary School

2020

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In this research we analyze the influence of musical activities in the acquisition of mathematical knowledge and skills of a sample, 50 students from both a public and a private school in A Coruña (Spain), at a cognitive level. Based on a quantitative study with a quasi-experimental design, we evaluated students’ knowledge acquisition; we worked with musical activities related to mathematics in the experimental group (EG), and with traditional mathematical activities in the control group (CG). We used a questionnaire that the teachers completed before and after putting the activities into practice, after collecting—writing daily field notes—the mathematical knowledge acquired by the students. The results indicate that there are significant differences between the pretest and the posttest, between CG and EG, but there are no differences between public and concerted schools. In short, it is concluded that music represents an excellent tool in mathematical learning.

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Análisis estadístico de los resultados de las pruebas de rendimiento académico del alumnado de la ESO, participante en los premios extraordinarios = Statistical analysis of the academic performance tests results applied to ESO students participating...

Cited by 3 publications

References 4 publications

Análisis de las diferencias de rendimiento del alumnado de centros urbanos y no urbanos a partir de los resultados de los premios extraordinarios de educación secundaria obligatoria

Análisis de las diferencias de rendimiento del alumnado de centros urbanos y no urbanos a partir de los resultados de los premios extraordinarios de educación secundaria obligatoria

Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education

Influence of Musical Learning in the Acquisition of Mathematical Skills in Primary School

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