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

En este trabajo se presenta el diseño, la planificación y una breve descripción de la implementación piloto de la propuesta de un Recorrido de Estudio e Investigación, en el marco de la Teoría Antropológica de lo Didáctico. Esto es parte de una investigación más amplia, de la que se comparten sus objetivos, las preguntas de investigación y, cómo se llevaría a cabo. El Recorrido de Estudio e Investigación que parte de la pregunta generatriz: ¿Cómo resolver una situación problemática real utilizando una fotografía, GeoGebra y funciones matemáticas? para ser implementado en un curso de matemática en la escuela secundaria argentina con jóvenes de entre 15 y 16 años. Su diseño se basa en un concurso internacional, que se realiza periódicamente cada año desde 2016, denominado FotoGebra, libre, gratuito y abierto para, jóvenes de entre 13 a 17 años y profesores en formación.

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Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

Barbosa

Vale

Jablonski

et al. 2022

Education Sciences

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Tasks are a key resource in the process of teaching and learning mathematics, which is why task design continues to be one of the main research issues in mathematics education. Different settings can influence the principles underlying the formulation of tasks, and so does the outdoor context. Specifically, a math trail can be a privileged context, known to promote positive attitudes and additional engagement for the learning of mathematics, confronting students with a sequence of real-life tasks, related to a particular mathematical theme. Recently, mobile devices and apps, i.e., MathCityMap, have been recognized as an important resource to facilitate the extension of the classroom to the outdoors. The study reported in this paper intends to identify the principles of design for mobile theme-based math trails (TBT) that result in rich learning experiences in early algebraic thinking. A designed-based research is used, through a qualitative approach, to develop and refine design principles for TBT about Sequences and Patterns. The iterative approach is described by cycles with the intervention of the researchers, pre-service and in-service teachers and students of the targeted school levels. The results are discussed taking into account previous research and data collected along the cycles, conducing to the development of general design principles for TBT tasks.

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

Cited by 4 publications

References 77 publications

Workflow for designing instructional videos to support place-based geoscience education for geoscience majors

Workflow for designing instructional videos to support place-based geoscience education for geoscience majors

DISEÑO DE UN RECORRIDO DE ESTUDIO E INVESTIGACIÓN QUE COMBINA FOTOGRAFÍA, GEOGEBRA y FUNCIONES MATEMÁTICAS

Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

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