Construcciones geométricas en GeoGebra a partir de diferentes sistemas de representación: un estudio con maestros de primaria en formación

Arnal-Bailera, Alberto; Oller-Marcén, Antonio M.

doi:10.24844/em3201.04

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…In this sense, although more than half of the participants in the execution of the trail claim to have used this tool at some time, it is true that this is not reflected during the activity because the majority of participants had difficulties in solving the task proposed with this software within the STEM-SD trail. In this regard, for future applications, we believe that it is necessary to increase practical training in the use of this tool as it is an excellent resource to improve the central activity of mathematics in solving problems, both analytical and geometric, at any educational stage [44,59,60], providing greater attention in the primary stage [61,62], which is when they begin to connect mathematics with aspects of real life.…”

Section: Discussionmentioning

confidence: 99%

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Martín-Cudero,

Guede-Cid,

Tolmos

et al. 2024

Education Sciences

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Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on STEM and sustainable development are a good resource to connect mathematics with the environment in a transversal way with other disciplines. A total of 35 postgraduate students in secondary education and 30 undergraduate students in primary education participated in this research and received a training course from experts in mathematics teaching. During the experience, the graduate students designed trails that were tested by the undergraduate students after a prior review by three in-service primary teachers. Likert scale questionnaires and open questions were asked of the students to evaluate the training received and the execution of the experience. Likewise, it was also decided to hold a debate with the participants and a guided interview with in-service teachers to assess the possible application of the resource in primary education courses. The results show a very positive assessment of the experience and allow us to support this approach to promote a change in the teaching–learning of mathematics in the last years of primary education.

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Section: Discussionmentioning

confidence: 99%

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Martín-Cudero,

Guede-Cid,

Tolmos

et al. 2024

Education Sciences

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Geometry learning with dynamic software in pre-service mathematics teacher education: A systematic review

Prieto-González,

Gutiérrez-Araujo

2024

Educ Inf Technol

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Estudio en la Matemática I para describir debilidades en sus aprendizajes como un diagnóstico preliminar

Tirado Sanabria,

Núñez Núñez

2023

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El trabajo busca sentar las bases para un diseño curricular de Matemática I en carreras de ingeniería en procura de mejorar la acción del docente, una vez se descubran las debilidades en los aprendizajes, así como los vacíos posibles en la enseñanza. La investigación consta de un estudio de campo en docentes que dictan o han dictado la materia en diferentes carreras; además de estudiantes de avanzada, para indagar sobre la enseñanza y los aprendizajes obtenidos que recuerdan. Estos resultados se contrastan con un estudio documental de resultados de aprobados y promedio de notas en aprobados en Matemáticas I en una Facultad de la Universidad de Guayaquil, Ecuador. Los resultados muestran que un 56% de los profesores está de acuerdo con el programa actual y su aprendizaje, un 100% acepta que pueden existir mejoras, con algunas contradictorias entre sí, pero solo el 36% responde correctamente las conceptualizaciones. Entre los estudiantes, el 60% dice que no respalda la enseñanza actual, el 81% dice que debe haber mejoras en aspectos exclusivos y el 67% responde incorrectamente. Demostrando entonces que existe una debilidad en la didáctica actual de la asignatura, dando apertura a nuevas propuestas educativas.

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Construcciones geométricas en GeoGebra a partir de diferentes sistemas de representación: un estudio con maestros de primaria en formación

Cited by 3 publications

References 10 publications

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Geometry learning with dynamic software in pre-service mathematics teacher education: A systematic review

Estudio en la Matemática I para describir debilidades en sus aprendizajes como un diagnóstico preliminar

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