Incidence of a hypermedia educational material on the Teaching and Learning of Mathematics

Abstract

The use of hypermedia educational materials in education has gained relevance in recent years and is the object of numerous research activities. In the context of teaching and learning Mathematics, there are diverse works detailing their potential to improve both student learning and student attitude towards the subject. In this article, the results obtained through a case study carried out in a first-year course of Mathematics at a School of Engineering are shared, for which a hypermedia material was designed and then its impact in the classroom was analysed. To that end, a quanti- qualitative analysis framework was designed. An experience was carried out with two groups of students: one of these (n=101) used this material, and the other (n=111) served as control group. The students gave a positive overall assessment as regards to the experience carried out with the hypermedia material, but not to the extent expected. However, observations and the interviews carried out with the educators revealed that the hypermedia material positively contributed to several student learning aspects: it allowed using a mathematical software application as an exploratory tool and it promoted critical thinking among the students, who used the application to check their pen-and-paper work, using the semiotic representation conversions.

Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

“…Despite the scarcity of research studies devoted to the implementation of AR and VR in mathematics and in mathematical thinking, those carried out have turned out to be useful in a variety of ways: to prove their effectiveness for competence acquisition, as well as to improve performance and the attitudes towards mathematics learning [17] and to favor the acquisition of mathematical knowledge for students with limitations in that area [18]. From this perspective, Poot, Martin-Gonzalez and Menéndez-Dominguez [19] stressed their effectiveness when it comes to helping upper secondary education students to assimilate the contents related to Euclidean vectors and vector calculation [20], creating environments in AR where students are led to specific interfaces that make it easier for them to perform calculations and represent them graphically.…”

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

“…Augmented Reality (AR) is becoming an emergent technology with great potential in various and largely different fields of application, such as geography, with regard to watershed control [1], medicine, cultural heritage [2] or industry [3]. It is likewise being used in the educational context [4][5][6][7][8][9], amongst other reasons because AR permits easy access to information-most often through mobile devices. It must be remembered that these devices are highly present in the life of university students all over Latin America [10,11].…”

Using the Malmquist Index in Evaluation Process to Enhance Mathematical Literacy in High School Students

“…Its objective is to evaluate that part of mathematical knowledge that is used in many fields diversely, thoughtfully and insightfully. Mathematical literacy is not limited to mathematical technology knowledge, facts and mathematical calculations (Del Rí o, Sanz, & Búcari, 2019) . In fact, we mean a wide, continuous and multi-dimensional spectrum from concepts to very high degrees.…”