Abstract:Complex problems need interdisciplinary approaches. Thinking in an interdisciplinary way asks for changes in learning and teaching and hence in our views on pedagogical problems. An interdisciplinary approach could provide a new framework also for dealing with disciplinary didactical problems. In this paper, we propose a methodology which we call globally interdisciplinary laboratories as an effective way to practice interdisciplinary teaching at the high school level. We discuss the possibility of applying th… Show more
“…The MHS activities aim at building interdisciplinary skills that go beyond the fragmentation of knowledge into the various school subjects and make use of the full potential of technology in the educational domain by exploring innovative experimental paths , (Bimonte et al, 2022). Mathematics becomes the universal language that is declined in various areas and is the link between the two cultures, the humanistic and the scientific ones (Rogora, Tortoriello, 2021). The digital platforms that facilitate the sharing of materials have opened up new avenues for fostering collaborative networks between universities and schools, thereby enabling a more comprehensive and inclusive approach to collaboration.…”
Section: The Background: the Project "Mathematical High School"mentioning
In this article we describe an interdisciplinary laboratory implemented thanks to the technology designed as part of the activities elaborated in the Mathematical High School Project by the research group of the Department of Mathematics of the University of Salerno. Four classes of different schools, led by their teachers and coordinated by university researchers, have produced an educational computer game by sharing the various statuses of the work in the cloud. The teaching activity was aimed at deepening literary texts concerning mathematics transformed into a game thanks to the skills acquired by the students in computer science in which the advancement in the various levels required the resolution of enigmas and mathematical riddles. In this work, we will also present the topics that lead us to evaluate in an extremely positive way the use of cloud computing in curricular teaching in a wide vision of knowledge.
“…The MHS activities aim at building interdisciplinary skills that go beyond the fragmentation of knowledge into the various school subjects and make use of the full potential of technology in the educational domain by exploring innovative experimental paths , (Bimonte et al, 2022). Mathematics becomes the universal language that is declined in various areas and is the link between the two cultures, the humanistic and the scientific ones (Rogora, Tortoriello, 2021). The digital platforms that facilitate the sharing of materials have opened up new avenues for fostering collaborative networks between universities and schools, thereby enabling a more comprehensive and inclusive approach to collaboration.…”
Section: The Background: the Project "Mathematical High School"mentioning
In this article we describe an interdisciplinary laboratory implemented thanks to the technology designed as part of the activities elaborated in the Mathematical High School Project by the research group of the Department of Mathematics of the University of Salerno. Four classes of different schools, led by their teachers and coordinated by university researchers, have produced an educational computer game by sharing the various statuses of the work in the cloud. The teaching activity was aimed at deepening literary texts concerning mathematics transformed into a game thanks to the skills acquired by the students in computer science in which the advancement in the various levels required the resolution of enigmas and mathematical riddles. In this work, we will also present the topics that lead us to evaluate in an extremely positive way the use of cloud computing in curricular teaching in a wide vision of knowledge.
“…Los cuales son capaces de resolver operaciones básicas fundamentales, pero a la hora de aplicarlas para la solución de una operación no saben cómo hacerla ya que aprendieron de una forma mecánica y repetitiva (Instituto Nacional de Evaluación Educativa, INEVAL, 2018). En consecuencia, se considera a las matemáticas como una de las materias más importantes y útiles en las escuelas, lugares de trabajo, empresas e incluso para la toma de decisiones sustanciales en la vida diaria (Awantagusnik, 2021) (Zamnah, 2021); aprenderlas y enseñarlas es una tarea bastante compleja, pero significativa para la sociedad (Rogora, 2021). En ese sentido la resolución de problemas es el centro potencial de las matemáticas, su capacidad de desarrollar el pensamiento y el razonamiento analítico en los seres humanos.…”
Esta investigación se realizó en la Unidad Educativa “Pedro Antonio Vega,” ubicada en la ciudad de Flavio Alfaro-Manabí-Ecuador, donde se detectó desmotivación entre los estudiantes para la resolución de problemas, debido a que no poseen la destreza para interpretar las situaciones planteadas ni establecer la relación entre la pregunta y los datos, obstaculizando el diseño adecuado de estrategias de solución, por tanto, se necesita la aplicación de estrategias didácticas apropiadas para superar la problemática detectada. El objetivo del presente trabajo fue implementar una propuesta didáctica para aplicar el método de Pólya en la resolución de problemas de ecuaciones lineales de primer grado. La investigación es de tipo aplicada, sistemática y de observación participante, estudio correlacional con un enfoque explicativo con un enfoque mixto. Se consideró como población 30 estudiantes de bachillerato, de los cuales se tomó una muestra de 17 estudiantes de la figura de Ciencias de Primero de Bachillerato, a partir de un muestreo no probabilístico, intencional a criterio del autor. Se emplearon las técnicas de pre-test y post-test y como instrumento el cuestionario. Se obtiene como principal resultado que la ejecución del método de Pólya mejora la compresión tanto del método como en los procesos analíticos empleados para la resolución de problemas acerca de ecuaciones lineales, se concluye que la implementación del método de Pólya permite que los estudiantes desarrollen habilidades de interpretación, relación y diseño de estrategias para encontrar la solución a los problemas de ecuaciones de primer grado.
“…The activities take place in more than 160 institutes of the whole national territory. The aim of the project is to provide students with interdisciplinary laboratory activities that build bridges between scientific and humanistic cultures having mathematics as the universal language of knowledge and as the substrate of all the paths that are proposed [1]. The activities are developed by professors and researchers of universities and research centers in collaboration and are proposed in extracurricular times in collaboration with the schools' teachers.…”
The Mathematical High School (MHS) Project is a research project involving 160 high schools and 26 Italian universities in which experimental research paths are deepened to explore mathematics as a universal language and as a link between the various areas of both humanistic and scientific knowledge. These activities are developed with the collaboration of internationally recognized research institutions. In particular, in the MHS schools, the research group of the Mathematics Department of the University of Salerno in collaboration with INFN (National Institute of Nuclear Physics) Naples division, offers laboratory activities of data analysis on cosmic rays. Students, guided by the researchers, use the CRC (Cosmic Rays Cube), a portable muon detector, to carry out an experimental activity, from the data taking to the analysis. They study what cosmic rays are, where they come from and, in particular, the characteristics of comic-ray muons produced in the Earth atmosphere. Mathematics becomes the instrument to interpret data collected by the detector, measure the muon flux and reconstruct their direction. Using dedicated software, students experience the activity of the researchers. Working in team, they deal with high-profile scientific issues usually not developed in the curricular educational paths.
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