Designing a Video Course. The Case of the Online Course of Mathematical Olympiads

Rotger, Lucía; Puchades, Juan Miguel Ribera

doi:10.1007/978-3-030-20798-4_8

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…They helped learners to visualize mathematical knowledge and understand mathematical drawings and shapes. Rotger & Ribera [29] indicated that the visual perception of the mathematical problem supports the student's ability to solve mathematical issues and problems. On the other hand, visual (video) presentations, due to the advantages of technology, provided female students with the opportunity to repeatedly revise mathematical knowledge.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Students’ Perception of Visual Mathematics in Secondary Geometry Education: A Mixed Methods Investigation

Wardat

2024

IJIET

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The present study aimed to assess the perspectives of female secondary school students on the integration of visual mathematics in engineering lessons. Employing a mixed-methods approach, specifically a convergent parallel design, qualitative data were gathered through observations and interviews (both individual and focus groups), while quantitative data were collected using a questionnaire. Video clips of engineering unit lessons were utilized as educational materials. The study included 135 female students in the first year of secondary school, with 74 participating in qualitative segments, divided into focus groups and individual interviews. SPSS was employed for quantitative data analysis, calculating means and standard deviations, while thematic analysis was applied for qualitative data. Key findings indicate that visual displays significantly contributed to enhancing female students’ comprehension of mathematical concepts, facilitating the understanding of inter-concept relationships and their application in engineering. The incorporation of visual aids also positively impacted the mathematical coherence abilities of female students, establishing connections between mathematics, other subjects, and real-life situations. Furthermore, visual presentations in engineering topics were found to improve female students’ attitudes toward learning mathematics, fostering increased self-confidence and enjoyment in learning various engineering subjects. Recommendations from the study include the need for training both male and female teachers in designing effective visual presentations for teaching mathematical concepts.

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Section: Discussionmentioning

confidence: 99%

Evaluating Students’ Perception of Visual Mathematics in Secondary Geometry Education: A Mixed Methods Investigation

Wardat

2024

IJIET

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“…The fundamental benefits of implementing traditional and e-learning professional trainings were considered as the underlying theory of blended practices for Mathematics teachers through meaningful interactions (Osguthorpe & Graham, 2003). The merits of applying technology such as blended learning and other technological media in teaching and learning have also been recognized (Amstelveen, 2018;Brown, 2017;Drijvers, Doorman, Boon, Reed, & Gravemeijer, 2010;Drijvers, 2015;Guerrero, 2010;Rotger & Ribera, 2019;Taleb, Ahmadi, & Musavi, 2015).…”

Section: Blended Professional Trainingmentioning

confidence: 99%

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Suryanti¹,

Arifani²

2021

INT J INSTRUCTION

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This study aimed to examine students' responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers' creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style & overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students' emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue.

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“…Las olimpiadas u otros concursos matemáticos plantean diversas líneas de investigación en el campo de la didáctica de las matemáticas, si bien nuestra búsqueda bibliográfica arroja pocas referencias en este sentido. Algunos trabajos se centran en los estudiantes y analizan cómo se comportan cuando resuelven algunas de las tareas de estos concursos (Gairín y Escolano, 2009;Guinjoan, Gutiérrez y Fortuny, 2015), otros trabajos se centran en el profesor y tratan de comprender el conocimiento que ponen en juego los evaluadores de olimpiadas matemáticas al analizar errores cometidos por estudiantes (Huitrado y Climent, 2014), mientras que otros estudian los recursos tecnológicos necesarios para la creación y diseño de materiales online para la formación y preparación de estudiantes (Rotger y Ribera, 2019).…”

Section: Introductionunclassified

La probabilidad en los problemas de olimpiadas matemáticas de Secundaria en España

Chueca

Escolano

Beltrán-Pellicer

2021

Contextos educativos

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Es habitual que las olimpiadas matemáticas susciten la curiosidad del alumnado de alta capacidad matemática. Por tanto, desde el punto de vista de las altas capacidades, resulta interesante analizar como son los problemas propuestos en este tipo de pruebas. El objetivo de este trabajo es analizar la demanda cognitiva, los lenguajes y los procedimientos de las tareas matemáticas propuestas en los problemas sobre probabilidad en las pruebas individuales de la semifinal y final en la Olimpiada Matemática Aragonesa (1989-2019) y los problemas llevados a cabo en la prueba individual de la Olimpiada Matemática Nacional (1990-2019). Centramos nuestra atención en los problemas de probabilidad para caracterizar también la representatividad de este contenido en las olimpiadas. Los resultados muestran que todas las tareas propuestas en las olimpiadas son de nivel alto según el modelo de demanda cognitiva, lo cual es adecuado como propuesta para estudiantes de alta capacidad matemática, con inclusión de tareas del nivel superior según ese mismo modelo, cuya resolución satisfactoria podría convertirse en un indicador de alta capacidad matemática. Por otro lado, la escasez de problemas de probabilidad en estas pruebas evidencia la necesidad de proponer más en estos concursos, promoviendo su aprendizaje en la educación secundaria.

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Designing a Video Course. The Case of the Online Course of Mathematical Olympiads

Cited by 4 publications

References 7 publications

Evaluating Students’ Perception of Visual Mathematics in Secondary Geometry Education: A Mixed Methods Investigation

Evaluating Students’ Perception of Visual Mathematics in Secondary Geometry Education: A Mixed Methods Investigation

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

La probabilidad en los problemas de olimpiadas matemáticas de Secundaria en España

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