MATHPOL: Development of Mathematical Competencies in Engineering Students using Project-Oriented Learning

Herrera, Linda Margarita Medina; Glaros, Diamandina; Abalo, Marlen Aguilar

doi:10.1109/inforino48376.2020.9111856

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…Previous studies have demonstrated that incorporating these tools into pedagogical activities can lead to significant enhancements in students' understanding of complex mathematical concepts and their ability to apply them in problem-solving contexts (Humphreys et al, 1993;Hsi et al, 1997;Sorby, 2007;Martín-Gutiérrez et al, 2015). For instance (Herrera et al, 2020) found that students who engaged with 3D tools exhibited improved spatial visualization skills, as evidenced by their ability to manipulate objects, and describe spatial relationships accurately. Moreover, Medina Herrera et al (2019) reported a notable increase in students' final grades and a decrease in failure rates following the implementation of a 3D-based methodology in the mathematics curriculum.…”

Section: Spatial Abilitymentioning

confidence: 99%

Enhancing mathematical education with spatial visualization tools

Medina Herrera,

Juárez Ordóñez,

Ruiz-Loza

2024

Front. Educ.

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IntroductionThis article highlights the innovative approach of incorporating spatial visualization tools in mathematics education, specifically focusing on the exploration of virtual environments and 3D printing. By integrating these advanced technologies, educators can enhance the learning experience and facilitate a deeper understanding of mathematical concepts. This research delves into the potential benefits and practical applications of these tools, shedding light on their effectiveness in fostering spatial reasoning skills and promoting active student engagement. The study aims to uncover new avenues for leveraging technology in the mathematics classroom and re-imagining the teaching and learning process.MethodsTo assess the progress in spatial visualization ability, the Revised Purdue Spatial Visualization Test (Revised PSVT: R) was administered as both a pre-test and a post-test to a sample of 255 students divided into control and experimental groups.ResultsThe findings indicate that the control group exhibited no significant development (p = 0.163) and had a minimal effect size of change (g = 0.035), whereas the experimental group demonstrated a substantial improvement in spatial visualization ability (p < 0.05) with a noteworthy medium effect size of change (g = 0.325). Furthermore, an analysis of variance was conducted to compare the mean normalized change in spatial visualization ability between the control and experimental groups. The results, with 95% confidence, establish that the normalized spatial visualization change is significantly higher in the experimental group. Specifically, the experimental group witnessed a 25% increase in spatial visualization skills, while the control group only experienced a 5% increase.DiscussionOur study demonstrates the significance and effectiveness of integrating spatial visualization tools in mathematics education to enhance students’ spatial reasoning skills and mathematics understanding.

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Section: Spatial Abilitymentioning

confidence: 99%

Enhancing mathematical education with spatial visualization tools

Medina Herrera,

Juárez Ordóñez,

Ruiz-Loza

2024

Front. Educ.

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“…The instructional design produced also guides learners to create a project according to the multimedia-style project production process. In the past, however, most project-oriented learning studies have only mentioned how the production of the project is carried out and have seldom discussed the learners before the project is carried out (Herrera et al, 2020;Chen et al, 2020;Huang et al, 2019). Therefore, this research is based on the characteristics of digital animation game learning combined with specialized target.…”

Section: Project-oriented Learningmentioning

confidence: 99%

“…This indeed places a considerable burden on teachers, and the progress of teaching may also be affected. Therefore, this research intends to combine the concept of example learning, propose alternate peer teaching (APT) strategies, give full play to the concept of peer teaching and overcome some obstacles that may be encountered in the peer teaching program, thereby improving the effectiveness of peer teaching (Simon, 1998; Herrera et al. , 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Construction of alternate peer teaching method for digital animation game design

2022

LHT

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PurposeThe purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.Design/methodology/approachThis research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.FindingsThrough experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.Originality/valueThis study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

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