scholarly journals La resolución de problemas en matemáticas y el uso de las TIC: Resultados de un estudio en colegios de Chile

2005 ◽  
Author(s):  
Gonzalo Villarreal Farah
Keyword(s):  
Problem Solving ◽  
Information And Communication Technologies ◽  
Personal Development ◽  
School Level ◽  
High School Level ◽  
Computer Laboratory ◽  
Curricular Framework ◽  
Mathematics Knowledge ◽  
Information And Communication ◽  
Problem Solving Strategies

Este artículo se desarrolló en el marco de una investigación del Programa de Doctorado de “Multimedia Educativo” de la Universidad de Barcelona. España, y fue financiado por FONDEF (número proyecto DOOI1073 “Aprender Matemática Creando Soluciones”)  y el Centro Comenius de la Universidad de Santiago de Chile.   Tanto los resultados nacionales como internacionales muestran los bajos resultados de los estudiantes chilenos en matemática, principalmente en niveles secundarios. Existe consenso mundial, respecto a la importancia de esta disciplina, en la formación de las personas, tanto para su desenvolvimiento en la sociedad como en su  desempeño personal y laboral. Por otra parte, los distintos currículum e instituciones de numerosos países, señalan el uso de la estrategia de resolución de problemas como una metodología didáctica que permite no solo trabajar el logro de aprendizajes del área, sino que también de habilidades y competencias de interés para el desarrollo de las personas. Adicionalmente, hay investigaciones sobre el uso de los recursos  provenientes  de las  tecnologías  de  la  información  y  comunicación  -TIC-, que han presentado resultados positivos, como elemento de apoyo al logro de aprendizajes, en particular  de la matemática, cuando se usan las TIC como un elemento integrado en un marco de desarrollo curricular que hace uso de estrategias de resolución de problemas.  Este artículo presenta un estudio realizado a partir de un cuestionario tomada a profesores de matemática de niveles secundarios -grados 9 a 12- del sistema educacional chileno, referente al uso de estrategias de resolución de problemas y las TIC. Adicionalmente se presentan los resultados de observaciones realizadas a clases, en la cual un profesor con sus alumnos trabajaron en la sala de computación, haciendo uso de materiales que proponían problemas para que los alumnos los desarrollaran.  Los principales resultados presentan la alta valoración que tienen los profesores por el uso de la estrategia de resolución de problemas y las TIC, sin embargo esta valoración no se ve reflejada en el uso que los profesores hacen de ella, como apoyo al trabajo de la estrategia didáctica en estudio. Respecto a las observaciones en terreno, permitió ver el escaso uso de los alumnos sobre estrategias de resolución de problemas, junto a un uso principalmente instrumental de las TIC. Problem Solving in Mathematicas and the use of ITC: Results from a study in Chilean SchoolsAbstractThis article was written as a part of the research dissertation work of the Doctoral ProgarmcEducational Multimedia" al University of Barcelona, Spain, and was partially funded by FONDEF (proyect number DOOI1073 "Aprender Matemática Creando Soluciones") and Centro Comenius Universidad de Santo Domingo. National as well as international learning results show low achievement in mathematics among Chilean students. This situation is more significant at the high school level. There is an agreement regarding to the importance of the mathematics knowledge in the people’spreparation for the work and life and their social involvement and development as well. In addition, the use of problem solving as a pedagogical strategy is mentioned by a number of countries and institutions as a very good way for teaching. This allows not only teachmathematical contents but also skills and abilities needed for personal development. Also, there are research findings about the use of Information and Communication Technologies (ICT) resources that show positive learning results, particularly in mathematics, whenthey are integrated coherently in a general curricular framework where problem solving strategies are used.This article presents a study carried out in Chilean Schools working in grades 9 to 12. Data were collected from a survey answered for teachers regarding problem solving strategies and use of ICT resources that they were using in their classes. Additionally, results fromdirect class observations are presented and discussed. In those classes, the teacher worked with the students in a computer laboratory using problem solving strategies through teaching material specifically designed to accomplish that task.The results show the high value that teachers give to the use of problem solving strategies and the ICT resources as well. However, this high value is not necessarily reflected through the use of problem solving strategies by the teachers in regular classroom activities. As a result, the students do a scarce use of the problem solving strategies and show an incipient and mainly instrumental use of the ICT resources.  

scholarly journals Development and Initial Validation of a Scale to Measure Cognitive Demands of Flexible Work

2020 ◽  
Author(s):  
Roman Prem ◽  
Bettina Kubicek ◽  
Lars Uhlig ◽  
Vera C. Baumgartner ◽  
Christian Korunka
Keyword(s):  
Problem Solving ◽  
Information And Communication Technologies ◽  
Emotional Exhaustion ◽  
Convergent Validity ◽  
Flexible Work ◽  
Cognitive Demands ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Information And Communication ◽  
Code Scale

With globalization, digitalization, and the spread of information and communication technologies, rules regulating work have been softened or completely abolished. As a consequence, employees face additional cognitive demands to plan, structure, and coordinate their work. In order to capture these demands of contemporary work, we constructed and initially validated the Cognitive Demands of Flexible Work (CODE) scale. The scale comprises four subscales (i.e., structuring of work tasks, planning of working times, planning of working places, and coordinating with others). We validated the scale in three independent studies (overall N = 1129) in German and English. Confirmatory Factor Analyses supported the four-factor structure as well as the scalar invariance of the different language versions. Moreover, the subscales showed convergent validity with related constructs such as requirements for problem solving or autonomy. Criterion validity for emotional exhaustion, engagement, and positive work rumination, negative work rumination, and problem-solving pondering suggests that cognitive demands of flexible work can be construed as challenge stressors. However, relationships with emotional exhaustion were only significant for one of the four subscales. Overall, the CODE scale was shown to be a reliable and valid instrument to measure cognitive demands of flexible work.

Electronic Governance

2011 ◽  
pp. 629-633 ◽  
Author(s):  
M. Finger
Keyword(s):  
Problem Solving ◽  
Information And Communication Technologies ◽  
Rapid Development ◽  
Financial Economic ◽  
Nation State ◽  
Nation States ◽  
Governance Practices ◽  
Information And Communication ◽  
State Actors ◽  
Definition Of

Two parallel evolutions are currently challenging the functioning and the legitimation of the traditional nation-state: globalization and the rapid development of the information and communication technologies (ICTs). Both come together in the new concept of “electronic governance” or “e-governance.” Indeed, globalization in all its forms (i.e., financial, economic, cultural, technological, and ecological globalizations) is increasingly putting pressure upon the nation-state. Collective problems, such as climate change or organized crime, can no longer be solved by nation-states only, let alone by one single nation-state. In fact, such problems require not only the supra-national approaches and institutions, but also the involvement of non-state actors, in particular of civil society and the private sector. Simultaneously, the ICTs are gradually penetrating all realms and all levels of society, and as such increasingly affect both production processes and state-society transactions. If “governance” can be defined as the growing involvement of non-state actors into collective problem-solving at all levels of society (i.e., from the local to the global levels) (e.g., Finger, 2004; Mayntz, 1999), “e-governance” then means the active usage of the ICTs for such collective problem solving. In this article we want to both offer an understanding what e-governance is and could be and outline of the different dimensions and forces which currently lead up to e-governance practices. Consequently, our article is structured as follows: in a first section, we will present and critically discuss the state of the literature on e-governance. In a second section, then, we will show how governance and the ICTs are currently coming together, and subsequently propose a definition of electronic governance.Two parallel evolutions are currently challenging the functioning and the legitimation of the traditional nation-state: globalization and the rapid development of the information and communication technologies (ICTs). Both come together in the new concept of “electronic governance” or “e-governance.” Indeed, globalization in all its forms (i.e., financial, economic, cultural, technological, and ecological globalizations) is increasingly putting pressure upon the nation-state. Collective problems, such as climate change or organized crime, can no longer be solved by nation-states only, let alone by one single nation-state. In fact, such problems require not only the supra-national approaches and institutions, but also the involvement of non-state actors, in particular of civil society and the private sector. Simultaneously, the ICTs are gradually penetrating all realms and all levels of society, and as such increasingly affect both production processes and state-society transactions. If “governance” can be defined as the growing involvement of non-state actors into collective problem-solving at all levels of society (i.e., from the local to the global levels) (e.g., Finger, 2004; Mayntz, 1999), “e-governance” then means the active usage of the ICTs for such collective problem solving. In this article we want to both offer an understanding what e-governance is and could be and outline of the different dimensions and forces which currently lead up to e-governance practices. Consequently, our article is structured as follows: in a first section, we will present and critically discuss the state of the literature on e-governance. In a second section, then, we will show how governance and the ICTs are currently coming together, and subsequently propose a definition of electronic governance.

scholarly journals The discipline of history and the technologies: a challenge for the present time

2021 ◽  
Vol 14 (33) ◽  
pp. e14109
Author(s):  
Simone Weber Cardoso Schneider ◽  
Adriana Duarte Leon
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
School Environment ◽  
Specific Area ◽  
Communication Technologies ◽  
School Level ◽  
Pedagogical Practice ◽  
History Teachers ◽  
Information And Communication ◽  
Short Time

Based on the understanding that the use of Information and Communication Technologies (ICT) can contribute positively to the meaning of historical knowledge and to the motivation of students in the school environment, we investigate, in the Middle School level, from public schools, in the city of Pelotas/RS, how History teachers perceive ICT and how they are used in their pedagogical practice. Considering the number of teachers that we wanted to access and the short time for conducting the research, we opted for the application of an inquiry with the teachers of the specific area and we obtained a return of 68% of the teachers. We found that they identify students' motivation when ICT are used in the school environment; however, its use is limited by the lack of structural resources in the institutions and by the lack of continuing education for educators on the use of ICT in pedagogical practice.

scholarly journals Information and Communication Technologies to Improve Problem Solving and Self-Efficacy: Exploring Geometry Learning Using Dynamic Mathematics Software Geogebra

2021 ◽  
Vol 1 (1) ◽  
pp. 45-52
Author(s):  
Mukhtar Mukhtar ◽  
R. Ahmad Zaky El Islami ◽  
Damanhuri Damanhuri ◽  
Ferdinand Murni Hamundu
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Information And Communication Technologies ◽  
Self Efficacy ◽  
Communication Technologies ◽  
Significant Difference ◽  
Information And Communication ◽  
Dynamic Mathematics ◽  
The University ◽  
Mathematics Software

Information and communication technologies can support learning of geometry through geogebra software. This study aimed to investigate the effectiveness of dynamic mathematics software geogebra towards problem solving and self-efficacy. Seventy-four university students divided to one class assigned as geogebra assisted learning and the other as using conventional learning. The results showed a significant difference of problem solving between these two groups statistically. Additionally, The results showed that there is a significant difference of self-efficacy between these two groups statistically. The results indicates that the problem solving and sef-efficacy of the university students using geogebra assisted better than using conventional learning. We can conclude that the dynamic mathematics software geogebra is effective to improve problem solving and self-efficacy

scholarly journals Analysis of Student Errors in Solving Mathematics Problems at Muhammadiyah Senior High School Special Program of Kottabarat Surakarta City

2021 ◽  
Vol 5 (3) ◽  
pp. 3239-3252
Author(s):  
Ratna Herawati ◽  
Ismiyati Marfuah
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Senior High School ◽  
School Level ◽  
Special Program ◽  
Research Subjects ◽  
High School Level ◽  
Student Errors ◽  
Math Problems

Learning mathematics is a crucial part of education. Mathematics is one of the subjects feared by students. One of the problems in the object of mathematics study is the material for X class of Senior High School. Students of grade X are undergoing adaptation from the junior high school level to the high school level so that the findings of conceptual errors, calculations, and thinking patterns in problem-solving algorithms are often found. This also happened to the students of the Muhammadiyah Senior High School Special Program of Kottabarat Surakarta. In connection with the above problems, the author analyzes student errors in solving math problems at the Muhammadiyah senior high school special program of Kottabarat Surakarta.This study aims to find out errors, causes of error, and alternative problem solving related to students' errors in solving math problems. This research is qualitative descriptive research. The research subjects were taken by sampling purposes.  they are three students of class X. The research method used is qualitative research methods, data collection techniques used in this study are test methods, interview methods, and documentation methods. The research instrument is the main instrument, namely the researcher himself and the auxiliary instruments in the form of test sheets, interview guidelines, and field notes. The data analysis technique uses data reduction, data presentation, and data verification, and triangulation techniques. The results of this study indicate that the types of errors that did most often made are errors in understanding questions that were 9 times, process skills errors and coding errors were 6 times, and reading errors were never made by research subjects. 

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES IN PREPARING FUTURE TEACHERS TO WORK WITH GIFTED CHILDREN

2021 ◽  
Vol 86 (6) ◽  
pp. 123-143
Author(s):  
Olena P. Demchenko ◽  
Natalia І. Lazarenko ◽  
Liudmyla V. Liubchak
Keyword(s):  
Information And Communication Technologies ◽  
Personal Development ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Educational Process ◽  
Educational Resources ◽  
Gifted Children ◽  
Future Teachers ◽  
Online Services ◽  
Information And Communication

The article substantiates the importance of organizing special training of future specialists of psychological and pedagogical profile to work with gifted children. It is emphasized that such children belong to the modern «Alpha generation», whose personal development from the first years of life takes place in the digital space, as well as that the use of information and communication technologies is an important factor in the successful organization of distance learning in higher education in solving the problem of forming innovative, creative, competent teachers of gifted children in particular. It was found out that the communication potential and interactivity of ICT provides the subjects of the educational process opportunities for creative communication, exchange of information, cooperation in performing common tasks, increase interest, deepen knowledge about the phenomenon of giftedness and development of non-cognitive qualities needed for future educators with gifted children. The methodical features of conducting lectures-visualizations on pedagogical disciplines with the use of electronic presentations aimed at forming in future educators components of readiness to work with gifted children are presented. The importance of electronic educational resources in expanding students' knowledge about various aspects of working with gifted children is shown. The experience of creating a virtual teacher's site «Teaching creatively» is presented, in which it is integrated the capabilities of online services in accordance with the didactic purpose, taking into account the age and individual characteristics of gifted children. The teacher's virtual website «Teaching creatively» has a clear structure, its creation involves the use of online services that allow you to design interactive tasks, provide feedback, record educational videos and conduct research. The main conclusion of the study is that the use of information and communication technologies, electronic educational resources in terms of distance / blended learning significantly improves the quality of training of future teachers to work with gifted children.

scholarly journals Analysis of the MOOC Capabilities for Student Training in the Humanities

2021 ◽  
Vol 16 (22) ◽  
pp. 113-128
Author(s):  
Sergii Sharov ◽  
Oksana Filatova ◽  
Valentyna Biliatska ◽  
Nadia Yankova
Keyword(s):  
Quantitative Analysis ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Personal Development ◽  
English Language ◽  
Online Courses ◽  
Active Teaching ◽  
Information And Communication ◽  
Student Training ◽  
Effectiveness Of Training

The article provides a quantitative analysis of the online courses which can be used for student training in the humanities. It is noted that the development of in-formation society influenced the ways of educational activities organization, the process of obtaining new knowledge and competency formation. Under the con-ditions when online education, blended and distance learning are considerably relevant, massive open online courses are an effective tool for learning and self-development. It was found that training in the humanities plays an important role in personal development of the future specialist. It involves the development of social competence, communication culture, leadership skills, as well as skills of conflict avoidance, teamwork, etc. The effectiveness of training in the humanities is influenced by active teaching methods, interactive technologies, and various means of information and communication technologies. The authors analyzed both the English-language (Coursera, Udemy, Edx) and Ukrainian-language (Prometheus, EdEra, OUM) online platforms. The article provides a quantitative analysis of online courses according to various directions in the humanities on each of the platforms. As of October 2021, we identified 4,769 free and fee-paying courses. The largest number of online courses for training in the humani-ties is presented on the Udemy platform (4,295 courses), the smallest number – on all Ukrainian-language platforms together (45 courses).

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