Mobile-Supported Outdoor Learning in Math Class: Draft of an Efficacy Study about the MathCityMap App

Barlovits, Simon; Ludwig, Matthias

doi:10.37626/ga9783959871440.0.07

Cited by 5 publications

(6 citation statements)

References 4 publications

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“…A math trail consists of a sequence of stops along a predesignated trail in which students learn mathematics in the surrounding environment [10]. It is, therefore, a learning environment in which mathematical tasks are solved [40] that allow students to develop their mathematical skills outside the classroom while analyzing different objects or structures found in the streets or parks in their city [41].…”

Section: Resources or Placesmentioning

confidence: 99%

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Martín-Cudero,

Guede-Cid,

Tolmos

et al. 2024

Education Sciences

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Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on STEM and sustainable development are a good resource to connect mathematics with the environment in a transversal way with other disciplines. A total of 35 postgraduate students in secondary education and 30 undergraduate students in primary education participated in this research and received a training course from experts in mathematics teaching. During the experience, the graduate students designed trails that were tested by the undergraduate students after a prior review by three in-service primary teachers. Likert scale questionnaires and open questions were asked of the students to evaluate the training received and the execution of the experience. Likewise, it was also decided to hold a debate with the participants and a guided interview with in-service teachers to assess the possible application of the resource in primary education courses. The results show a very positive assessment of the experience and allow us to support this approach to promote a change in the teaching–learning of mathematics in the last years of primary education.

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Section: Resources or Placesmentioning

confidence: 99%

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Martín-Cudero,

Guede-Cid,

Tolmos

et al. 2024

Education Sciences

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“…Denote by F(x, y, u) the left hand-side in Equation (6). In this case, the system of equations of Definition 4 reads as follows: (x − cos(u)) 2 + (y − sin u) 2 − cos 2 u = 0…”

Section: A Nephroid As An Envelopementioning

confidence: 99%

“…Discontinuity appears when ε is quite small and no value of δ enables this. Later, the teacher may propose another applet 6 , where the 5 and only one slider appears. This applet requires preliminary human work to discover a formula for the dependence of δ on ε.…”

Section: Experiments the Continuity Of A Functionmentioning

confidence: 99%

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Computer Assisted Proofs and Automated Methods in Mathematics Education

Dana-Picard

2023

Electron. Proc. Theor. Comput. Sci.

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This survey paper is an expanded version of an invited keynote at the ThEdu '22 workshop, August 2022, in Haifa (Israel). After a short introduction on the developments of CAS, DGS and other useful technologies, we show implications in Mathematics Education, and in the broader frame of STEAM Education. In particular, we discuss the transformation of Mathematics Education into explorationdiscovery-conjecture-proof scheme, avoiding usage as a black box . This scheme fits well into the so-called 4 C's of 21st Century Education. Communication and Collaboration are emphasized not only between humans, but also between machines, and between man and machine. Specific characteristics of the outputs enhance the need of Critical Thinking. The usage of automated commands for exploration and discovery is discussed, with mention of limitations where they exist. We illustrate the topic with examples from parametric integrals (describing a "cognitive neighborhood" of a mathematical notion), plane geometry, and the study of plane curves (envelopes, isoptic curves). Some of the examples are fully worked out, others are explained and references are given.

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“…More studies to shed light on this and related subjects are sorely needed. A large-scale study involving the MoMaTrE project results and the MathCityMap App is planned to start in the next school year (Barlovits and Ludwig, 2020). Hopefully, it will bring interesting results.…”

Section: Stem Learning With Gamificationmentioning

confidence: 99%

Research on Outdoor STEM Education in the digital Age. Proceedings of the ROSETA Online Conference in June 2020

Aaron¹,

Branchetti²,

Roberto³

2020

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Alle Rechte vorbehalten. Kein Teil des Werkes darf ohne schriftliche Einwilligung des Verlags in irgendeiner Form reproduziert oder unter Verwendung elektronischer Systeme verarbeitet, vervielfältigt oder verbreitet werden. All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, electronic, mechanical, recording, photocopying, or otherwise, without the permission of the copyright holder.

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Mobile-Supported Outdoor Learning in Math Class: Draft of an Efficacy Study about the MathCityMap App

Cited by 5 publications

References 4 publications

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Computer Assisted Proofs and Automated Methods in Mathematics Education

Research on Outdoor STEM Education in the digital Age. Proceedings of the ROSETA Online Conference in June 2020

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