scholarly journals Inappropriately applying natural number properties in rational number tasks: characterizing the development of the natural number bias through primary and secondary education

2015 ◽  
Vol 90 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Jo Van Hoof ◽  
Lieven Verschaffel ◽  
Wim Van Dooren
Keyword(s):  
Secondary Education ◽  
Natural Number ◽  
Rational Number ◽  
Primary And Secondary Education ◽  
Natural Number Bias

scholarly journals Various ways to determine rational number size: an exploration across primary and secondary education

2019 ◽  
Vol 35 (3) ◽  
pp. 549-565 ◽  
Author(s):  
Juan Manuel González-Forte ◽  
Ceneida Fernández ◽  
Jo Van Hoof ◽  
Wim Van Dooren
Keyword(s):  
Secondary Education ◽  
Rational Number ◽  
Primary And Secondary Education

Who can escape the natural number bias in rational number tasks? A study involving students and experts

2015 ◽  
Vol 107 (3) ◽  
pp. 537-555 ◽  
Author(s):  
Andreas Obersteiner ◽  
Jo Van Hoof ◽  
Lieven Verschaffel ◽  
Wim Van Dooren
Keyword(s):  
Natural Number ◽  
Rational Number ◽  
Natural Number Bias

El acceso a la función pública docente en Educación Infantil, Primaria y Secundaria

2020 ◽  
pp. 138-159
Author(s):  
Goiatz Aramendi Lekuona ◽  
Pello Aramendi Jauregi
Keyword(s):  
Secondary Education ◽  
Teaching Strategies ◽  
Civil Service ◽  
Self Regulation ◽  
Learning To Learn ◽  
Primary And Secondary Education ◽  
Theoretical Part ◽  
Close Relationship ◽  
Attention To Diversity ◽  
Diversity Evaluation

The research presented below aims to describe and analyse the teaching strategies and supports obtained by teachers in the province of Gipuzkoa who sit competitive examinations to access the teaching civil service in Infant, Primary and Secondary Education. This study opted for a sequential explanatory design with 469 candidates. Teachers who have passed the official examinations placed special emphasis on the first test (theoretical part and practical exercise), took into account the criteria of evaluation of the examinations and prioritised issues such as attention to diversity, evaluation, the competence of learning to learn, self-regulation of learning and the design of teaching units. In addition, they received valuable help from relatives, people linked to teaching with whom they have a close relationship, and work colleagues.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

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