scholarly journals Experiencias de Aprendizaje Cooperativo en Matemáticas | Cooperative learning experiences in mathematics

2018 ◽  
Vol 11 (23) ◽  
pp. 99 ◽  
Author(s):  
Rosario Isabel Herrada Valverde ◽  
Raúl Baños Navarro
Keyword(s):  
Cooperative Learning ◽  
Teaching Mathematics ◽  
Professional Lives ◽  
Sport Education ◽  
Journal Articles ◽  
Dual Purpose ◽  
Teaching Of Mathematics ◽  
The One ◽  
The Impact ◽  
Aprendizaje Cooperativo

Existe un creciente interés en el estudio de metodologías activas que, como en el caso del aprendizaje cooperativo, permiten a los estudiantes adquirir competencias para su desarrollo personal, social y profesional. El doble objetivo del presente estudio es, por un lado, destacar el potencial del aprendizaje cooperativo en la enseñanza de las Matemáticas, y por otro, dar a conocer diferentes experiencias en las que se ha implementado dicha metodología en estas materias. Para ello se revisa un amplio número de artículos redactados en castellano y publicados en revistas periódicas que describen investigaciones y experiencias llevadas a cabo en diferentes etapas educativas. En nuestro conocimiento, esta es la primera revisión completa que se hace sobre artículos redactados en castellano que analizan innovaciones didácticas basadas en el uso del aprendizaje cooperativo para la enseñanza de Matemáticas. A tenor de dichas investigaciones, se concluye que el aprendizaje cooperativo es una metodología adecuada para la enseñanza de las  Matemáticas, ya que favorece la adquisición de competencias y mejora el rendimiento académico de los estudiantes, independientemente de la etapa educativa y de la materia en cuestión. ABSTRACT:This study had two main goals: the first was (a) to analyze the impact of an ultimate’s Sport Education There is an increasing interest in the study of active methodologies, such as cooperative learning, that encourage students to acquire useful competencies for their personal, social and professional lives. The dual purpose of this article is, on the one hand, to highlight the potential of cooperative learning in the teaching of Mathematics and, secondly, to describe some experiences in which this methodology has been implemented by teachers in these matters. With this aim, a large number of journal articles written in Spanish describing research and educational experiences in different educational stages have been revised. To our knowledge, this is the first comprehensive review of articles written in Spanish that analyse the use of cooperative learning in Mathematics. In light of these investigations, it is concluded that cooperative learning is appropriate for teaching Mathematics because it promotes the acquisition of competencies and improves academic performance of students, regardless of the educational level and subject matter.

scholarly journals Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic

Mathematics ◽  
2021 ◽  
Vol 9 (18) ◽  
pp. 2303
Author(s):  
Eabhnat Ní Fhloinn ◽  
Olivia Fitzmaurice
Keyword(s):  
Working Conditions ◽  
Online Teaching ◽  
Online Survey ◽  
Prior Experience ◽  
Teaching Mathematics ◽  
Experience Teaching ◽  
Challenges And Opportunities ◽  
Teaching Of Mathematics ◽  
Nature Of Mathematics ◽  
The Impact

In this paper, we consider the experiences of mathematics lecturers in higher education and how they moved to emergency remote teaching during the initial university closures due to the COVID-19 pandemic. An online survey was conducted in May–June 2020 which received 257 replies from respondents based in 29 countries. We report on the particular challenges mathematics lecturers perceive there to be around teaching mathematics remotely, as well as any advantages or disadvantages of teaching mathematics online that they report. Over 90% of respondents had little or no prior experience teaching mathematics online, and, initially, 72% found it stressful and 88% thought it time-consuming. 88% felt there was a difference between teaching mathematics in this way compared with other disciplines. Four main types of challenges were associated with emergency remote teaching of mathematics: technical challenges; student challenges; teaching challenges; and the nature of mathematics. Respondents identified flexibility as the main advantage of online teaching, with lack of interaction featuring strongly as a disadvantage. We also consider respondents’ personal circumstances during this time, in terms of working conditions and caring responsibilities and conclude by summarizing the impact they perceive this experience may have upon their future teaching. Forty-six percent% of respondents self-identified as having caring responsibilities, and 61% felt the experience would affect their future teaching.

THE IMPACT OF COOPERATIVE LEARNING IN TEACHING MATHEMATICS

PRIMUS ◽  
2000 ◽  
Vol 10 (3) ◽  
pp. 225-240 ◽  
Author(s):  
Mohammad H. Ahmadi
Keyword(s):  
Cooperative Learning ◽  
Teaching Mathematics ◽  
The Impact

scholarly journals Do the Innovation Index of the Regions and the Sectors of Belonging Affect the Performance of the ASOs?

2020 ◽  
Vol 13 (9) ◽  
pp. 113
Author(s):  
Margaret Antonicelli ◽  
Ivano De Turi
Keyword(s):  
Fixed Effects ◽  
Success Factors ◽  
The Other ◽  
Time Range ◽  
Dual Purpose ◽  
Panel Model ◽  
Unbalanced Dataset ◽  
Economic Contribution ◽  
The One ◽  
The Impact

The considerable economic contribution of academic spin-offs (ASOs) has drawn numerous scholars’ attention to explore the factors that influence their development (Hossinger, 2020). The growing attention on these issues has led researchers to investigate the drivers and success factors that have the greatest impact on the performance of ASOs.This paper has been designed with a dual purpose. On the one hand, the document aims to examine how much a region's innovation index reflects positively on the performance of ASOs. On the other hand, the paper also examines in which sectors the impact of innovation on the performance of ASOs emerges most. The research hypotheses of these paintings were explored in an empirical study of 1,007 Italian spin-offs over a time range from 2010 to 2019. To carry out the analysis, a panel model with fixed effects was used, with an unbalanced dataset.

scholarly journals LAS INTERACCIONES EN EL AULA DE MATEMÁTICA CUANDO SE UTILIZA EL APRENDIZAJE COOPERATIVO COMO METODOLOGÍA. THE INTERACTIONS IN THE MATHEMATICS CLASSROOM WHEN COOPERATIVE LEARNING IS USED AS A METHODOLOGY

2014 ◽  
Vol 5 (1) ◽  
pp. 176-204
Author(s):  
Zuleyka Suárez Valdés-Ayala
Keyword(s):  
Cooperative Learning ◽  
Mathematics Classroom ◽  
Classroom Interactions ◽  
Methodological Innovation ◽  
Teacher Student ◽  
Teaching Of Mathematics ◽  
Phd Thesis ◽  
Aprendizaje Cooperativo

En este artículo se expone la discusión de resultados de la tesis doctoral titulada: “El aprendizaje cooperativo: Un estudio sobre las interacciones entre docente y estudiantes ante una innovación metodológica en la enseñanza de la matemática” así como las conclusiones y recomendaciones que de esta surgieron. Para esto se mencionan previamente algunos aspectos teóricos básicos para poder fundamentar los hallazgos encontrados.Palabras claves: aprendizaje cooperativo, aula, interacciones, docente, estudiante.AbstractIn this article the discussion of results of the PhD thesis is as follows: "Cooperative learning: A study of the interactions between teacher and students with a methodological innovation in the teaching of mathematics" and the conclusions and recommendations that emerged from this. It is necessary first to mention some basic theoretical aspects in order to support the findings.Keywords: cooperative learning, classroom, interactions, teacher, student.

scholarly journals Repositioning Ourselves: acknowledging contradiction

2014 ◽  
Vol 28 (49) ◽  
pp. 990-1011
Author(s):  
Dana Cox ◽  
Beatriz Silva D?Ambrosio ◽  
Jane Keiser ◽  
Nirmala Naresh
Keyword(s):  
Teacher Educators ◽  
Development Program ◽  
Qualitative Inquiry ◽  
Student Voices ◽  
Beliefs And Practices ◽  
Self Study ◽  
Teaching Of Mathematics ◽  
The One ◽  
The Impact ◽  
Agency And Identity

The essence of this paper is to present a self-study that resulted in the awareness of discrepancies that existed between our beliefs and practices as teacher educators and educational researchers. On the one hand, we assessed the impact of our teaching on participants of a professional development program. We analyzed the participants’ abilities to explore student voices as input for improving the teaching of mathematics. On the other hand, as we categorized and characterized our participants’ reflections using the tools of qualitative inquiry, the end effect was to distort and even silence those voices as an input for improving our own instruction, denying participants both agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both agency and identity.  

scholarly journals Investigating the impact of positive resource interdependence and individual accountability on students‟ academic performance in cooperative learning

2017 ◽  
Vol 9 (23) ◽  
Author(s):  
Frederick Kwaku Sarfo ◽  
Jan Elen
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
The Impact ◽  
Individual Accountability ◽  
Aprendizaje Cooperativo

Introducción. Este estudio aborda dos cuestiones principales en relación con el aprendizaje cooperativo. El estudio tiene como objetivo investigar experimentalmente la función de la interdependencia positiva de recursos y de la ejecución individual con el rendimiento académico de los individuos, durante el aprendizaje cooperativo.Método. Para alcanzar el objetivo se utilizó un diseño experimental de dos por dos. Se efectuaron análisis estadísticos descriptivos y ANOVA 2 x 2 para analizar los datos.Resultados. Curiosamente, los resultados del estudio revelan que el trabajo sobre el contenido completo de la información con discusión en grupo produce un mejor rendimiento académico que cuando cada miembro del grupo trabaja en una parte (existe interdependencia positiva de los recursos) del contenido antes de la discusión en grupo. Por otra parte, se demuestra que, cuando a los miembros del grupo de aprendizaje cooperativo se les informa que después del trabajo en grupo de estudiantes se llamará al azar de un grupo para su examen, y la calificación de cada estudiante afectará a la puntuación del resto de los miembros del grupo y la puntuación será parte de la nota final, supone un refuerzo de la responsabilidad individual y de grupo y, por lo tanto, facilita el aprendizaje. Los resultados no muestran ningún efecto de la interacción de los recursos de la interdependencia positiva y la responsabilidad individual sobre el rendimiento académico de los estudiantes en el aprendizaje cooperativo.Conclusión. Las implicaciones teóricas y prácticas de los resultados se discuten.

scholarly journals EL APRENDIZAJE COOPERATIVO. UNA METODOLOGÍA PARA EL MEJORAMIENTO DEL APRENDIZAJE EN EL AULA. COOPERATIVE LEARNING.A METHODOLOGY FOR IMPROVING LEARNING IN THE CLASSROOM.

2013 ◽  
Vol 4 (1) ◽  
pp. 26-46
Author(s):  
Zuleyka Suárez Valdés-Ayala
Keyword(s):  
Cooperative Learning ◽  
Sixth Grade ◽  
Classroom Teaching ◽  
Teaching Mathematics ◽  
Mathematics Research ◽  
Grade Classroom ◽  
Aprendizaje Cooperativo

En este artículo se expone el proceso seguido para llevar a cabo una investigación sobre aprendizaje cooperativo en matemática en un aula de sexto grado, exponiendo los resultados de algunos instrumentos utilizados con los estudiantes para poder evidenciar las ventajas de utilizar esta metodología en el salón de clase.Palabras clave: Aprendizaje cooperativo, aula, enseñanza, matemática, investigaciónAbstractThis article will outline the process used to conduct a research on cooperative learning in mathematics in a sixth grade classroom, giving the results of some instruments used with students to demonstrate the advantages of using this methodology  in the classroom.Keywords: Cooperative learning, classroom, teaching, mathematics, research

scholarly journals Teaching with digital technology

ZDM ◽  
2020 ◽  
Vol 52 (7) ◽  
pp. 1223-1242
Author(s):  
Alison Clark-Wilson ◽  
Ornella Robutti ◽  
Mike Thomas
Keyword(s):  
Future Research ◽  
Teaching Mathematics ◽  
Journal Articles ◽  
Teaching With Technology ◽  
Survey Paper ◽  
Societal Challenges ◽  
Research On Teaching ◽  
Relevant Topic ◽  
The Impact ◽  
Conference Papers

Abstract In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic.

scholarly journals The Impact of Formative Assessment on Results of Secondary School Pupils in Mathematics: One Case of Schools in Slovakia

TEM Journal ◽  
2020 ◽  
pp. 1200-1207
Author(s):  
Lucia Rumanová ◽  
Dušan Vallo ◽  
Júlia Záhorská
Keyword(s):  
Secondary School ◽  
Formative Assessment ◽  
Primary Schools ◽  
Quality Of Education ◽  
Teaching Mathematics ◽  
Transfer Of Knowledge ◽  
Level Of Knowledge ◽  
Teaching Of Mathematics ◽  
The Impact

Teaching of mathematics at Slovak primary schools used to be based on the trans missive transfer of knowledge and skills from teachers to pupils. The currently used constructive and investigative approach in teaching mathematics in Slovakia requires a change in the formative assessment in mathematics based on the pedagogic experiment, which is carried out on a target group of respondents. The issue of measuring and evaluating pupils' performance is still topical for several reasons. Pupils' results in mathematics often do not meet the expectations among pupils themselves and their parents. Measuring pupil's level of knowledge and quality of education is also one of the topics that are very often discussed by the general public. We consider the use of formative assessment to correct teachers' teaching practices and pupils' learning practices as a suitable tool for the teaching process. This fact can be applied also in teaching mathematics. It helps to identify misconceptions in pupils' knowledge, to diagnose various problems and their causes in the learning process of pupils.

The Impact of Anglicizing Former German-Language Psychology Journals on Authorship and Citation Frequencies

2012 ◽  
Vol 17 (3) ◽  
pp. 190-198 ◽  
Author(s):  
Günter Krampen ◽  
Thomas Huckert ◽  
Gabriel Schui
Keyword(s):  
Side Effects ◽  
English Language ◽  
General Trend ◽  
Native Language ◽  
Impact Factors ◽  
German Language ◽  
Journal Articles ◽  
Number Of Citations ◽  
The Impact ◽  
Number Of Authors

Exemplary for other than English-language psychology journals, the impact of recent Anglicization of five former German-language psychology journals on (1) authorship (nationality, i.e., native language, and number of authors, i.e., single or multiple authorships), (2) formal characteristics of the journal (number of articles per volume and length of articles), and (3) number of citations of the articles in other journal articles, the language of the citing publications, and the impact factors (IF) is analyzed. Scientometric data on these variables are gathered for all articles published in the four years before anglicizing and in the four years after anglicizing the same journal. Results reveal rather quick changes: Citations per year since original articles’ publication increase significantly, and the IF of the journals go up markedly. Frequencies of citing in German-language journals decrease, citing in English-language journals increase significantly after the Anglicization of former German-language psychology journals, and there is a general trend of increasing citations in other languages as well. Side effects of anglicizing former German-language psychology journals include the publication of shorter papers, their availability to a more international authorship, and a slight, but significant increase in multiple authorships.

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