Flipped classroom y didáctica de las matemáticas en la formación online de Maestros de Educación Infantil

Cristóbal, Mara Sacristán San; Martín, Rodríguez; Asencio, Enrique Navarro; Figueroa, Javier Tourón

doi:10.6018/reifop.20.3.292551

Cited by 8 publications

(13 citation statements)

References 6 publications

(6 reference statements)

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“…This questionnaire used is an adaptation of the Driscoll questionnaire designed in 2012, which was used by authors such as Sacristán et al in [30] for the development of their research in the field of didactics of mathematics. It was chosen in this study due to the fact that it is based on the selection Each time a group manages to open a box, the teacher will verify that the students have carried out the necessary processes to solve the proposed activities correctly.…”

Section: Variables and Data Collection Toolsmentioning

confidence: 99%

“…This questionnaire used is an adaptation of the Driscoll questionnaire designed in 2012, which was used by authors such as Sacristán et al in [30] for the development of their research in the field of didactics of mathematics. It was chosen in this study due to the fact that it is based on the selection of the most representative and appropriate items to address the objective of this work and it was used in other studies in the area such as the one in [31].…”

Section: Variables and Data Collection Toolsmentioning

confidence: 99%

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Digital Escape Room, Using Genial.Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain

2020

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One of the main objectives in mathematics education is to motivate students due to the fact that their interest in this area is often very low. The use of different technologies, as well as gamification in the classroom, can help us to meet this goal. In this case, it is presented the use of two techniques, which are a digital escape room, using Genial.ly and a breakout, for learning algebra in the third course of secondary education. To carry out the experience, a comparison of the course 2018/2019 and the course 2019/2020 is made. Students of both courses completed an exam of algebraic fractions and then an equations exam; the exams were done in the course 2019/2020 taken after having used the techniques. The results show that there are low significant differences between both courses in the algebraic fractions exam qualifications, but those of the equations exam were significant, with a difference of almost two points, which led us to conclude that the use of this techniques improved the qualifications of students. Finally, the perception that students had of the experience was very positive, as shown by the data obtained and allowed them to improve their knowledge as well as their motivation and teamwork.

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Section: Variables and Data Collection Toolsmentioning

confidence: 99%

“…This questionnaire used is an adaptation of the Driscoll questionnaire designed in 2012, which was used by authors such as Sacristán et al in [30] for the development of their research in the field of didactics of mathematics. It was chosen in this study due to the fact that it is based on the selection of the most representative and appropriate items to address the objective of this work and it was used in other studies in the area such as the one in [31].…”

Section: Variables and Data Collection Toolsmentioning

confidence: 99%

Digital Escape Room, Using Genial.Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain

2020

View full text Add to dashboard Cite

show abstract

“…This questionnaire used is Driscoll Questionnaire designed in 2012, which has been used by authors such as Sacristán et al [48], for development of their research in the field of Didactics of Mathematics. It has been chosen in this study due to the fact that it is based on the selection of the most representative and appropriate items to address the objective of this work.…”

Section: Information Collection Toolsmentioning

confidence: 99%

Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics

et al. 2019

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One of the main objectives in education is to increase the motivation of the students to achieve meaningful learning. The use of technologies in classrooms which students are familiarized with such as the smartphone or the tablet, is a way to achieve this goal. On the other hand, it has been proven that the inclusion of scenarios supported by games and competition enhance the active participation of students. Therefore, in this work we present the results of a study based on of the application Kahoot with students of secondary education, in the subjects of mathematics, biology & geology and physics & chemistry, during the academic year 2017/2018. This tool allows students to answer to on-line questionnaires created by the teacher, through mobile devices, and check their results in a few seconds as well as those of their classmates. The results obtained on the assessment of the tool by students, in terms of the benefits in the learning process, have been very positive and help us to examine the potential of the use of on-line questionnaires in the classrooms.

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“…En particular, la clase invertida mejora el rendimiento académico de los estudiantes durante el proceso educativo (Borao y Palau, 2016;Fornons y Palau, 2016;Green y Schlairet, 2017;Roach, 2014;Sacristán, Martín, Navarro y Tourón, 2017;Soliman, 2016).…”

Section: Aula Invertidaunclassified

Impacto del aula invertida durante el proceso educativo sobre las derivadas

Salas-Rueda¹,

Lugo-García²

2019

EDMETIC

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Esta investigación cuantitativa tiene como objetivo analizar la incorporación del aula invertida en el proceso de enseñanza-aprendizaje sobre las matemáticas. La muestra está conformada por 88 estudiantes de la Facultad de Negocios que cursaron la asignatura Matemáticas básicas para los negocios durante el ciclo escolar 2016. Este estudio analiza el impacto del aula invertida para la compresión, habilidad, aplicación y utilidad de las derivadas. Por medio de la regresión, estas variables son utilizadas para la construcción de cuatro modelos de pronóstico relacionados con las calificaciones del examen parcial. Los resultados obtenidos permiten señalar que el aula invertida representa una estrategia didáctica innovadora, creativa e idónea para facilitar la asimilación y aplicación del conocimiento en el área de las matemáticas.

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Flipped classroom y didáctica de las matemáticas en la formación online de Maestros de Educación Infantil

Cited by 8 publications

References 6 publications

Digital Escape Room, Using Genial.Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain

Digital Escape Room, Using Genial.Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain

Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics

Impacto del aula invertida durante el proceso educativo sobre las derivadas

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