scholarly journals Actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en matemáticas

2013 ◽  
Vol 8 (1) ◽  
pp. 31-50
Author(s):  
Rubí López ◽  
Enrique Castro ◽  
Marta Molina
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
First Year ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Students Attitudes

Actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en matemáticasEste trabajo describe tendencias detectadas en las actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en la enseñanza y aprendizaje de las matemáticas, mediante opiniones emitidas en un cuestionario sobre actitudes diseñado para tal efecto. Se describe el proceso seguido para establecer categorías para las actitudes hacia el uso de tecnología puestas de manifiesto por los estudiantes en sus respuestas. Los resultados indican una tendencia de actitudes positivas.Undergraduate engineering students’ attitudes towards using technology in mathematicsThis paper describes trends detected in first year engineering students’ attitudes towards the use of technology in teaching and learning mathematics through opinions gathered in a survey about attitudes designed for this purpose. We describe the process followed to establish categories for the attitudes towards the use of technology evidenced by the students in their answers. The results indicate a trend of positive attitudes.Handle: http://hdl.handle.net/10481/27878

scholarly journals Effective mathematics teaching in tertiary technological education: The case of ASPETE

2020 ◽  
Vol 7 (1) ◽  
pp. 158-168
Author(s):  
Katerina Kasimatis ◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
Dionisios Kouloumpis
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Learning System ◽  
First Year ◽  
Research Approach ◽  
Technological Education ◽  
First Year Students ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

In this mixed methods study, we draw upon a systemic perspective to investigate the way that effective mathematics teaching is constructed in the ASPETE (School of Pedagogical and Technological Education) learning system. We focused on the perspectives of the first-year students (through questionnaires), of the lecturer who taught the course (through interviews), as well as of the research team (through observations). We considered both the pragmatic level (what they actually experienced) and the desired level (what they would prefer to experience). The results of the conducted analyses support the proposed research approach, revealing convergences and divergences in the mapped perspectives, which identify the mathematics teaching effectiveness of the subsystem of the mathematics class in ASPETE as an emergent, systemic phenomenon. The pedagogical implications are discussed, with respect to the planifications of teaching and learning mathematics in the ASPETE learning system.

Tip Your Hand: “Technology Tips” Sought

1996 ◽  
Vol 89 (1) ◽  
pp. 69
Keyword(s):  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Classroom Use

The editors of the “Technology Tips” department of the Mathematics Teacher for 1996–1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.

scholarly journals Mathematics Instruction for Students With Disabilities: Applied Examples Using Virtual Manipulatives

2021 ◽  
Author(s):  
Mikyung Shin ◽  
Michelle Simmons ◽  
Audrey Meador ◽  
Francis Goode ◽  
Alexa Deal ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning ◽  
Virtual Manipulatives ◽  
Technology In Education ◽  
Blended Instruction ◽  
21St Century Classroom ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Types Of Instruction

Technology has changed the practices related to teaching and learning mathematics in schools. The demand for learning mathematics in virtual environments is imminent and increasing in the 21st century classroom. There has been widespread expansion of the use of technology in education. The following article reviews three types of instruction—synchronous, asynchronous, and blended instruction—and provides applied examples regarding the use of virtual manipulatives in teaching mathematics to students with disabilities in the virtual environment.

Tip Your Hand—“Technology Tips” Sought

1996 ◽  
Vol 1 (8) ◽  
pp. 647
Keyword(s):  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Classroom Use

The editors of the “Technology Tips” department of the Mathematics Teacher for 1996-1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.

scholarly journals Integrating Technology in Teaching and Learning Mathematics

2015 ◽  
Vol 5 (1) ◽  
pp. 31-48
Author(s):  
Paulina Pannen
Keyword(s):  
Teaching And Learning ◽  
Rapid Development ◽  
Ict In Education ◽  
Ict Integration ◽  
Technology In Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Future ◽  
Future Prediction ◽  
K 12

With the rapid development of ICT and its ramification in our world, especially education, can we envision how education will look like in the future, especially in Indonesia, and in the teaching and learning of mathematics? Employing Zappa’s Envisioning the Future of Educational Technology (2013) and NMC Horizon Report (2014) K-12 Edition, this paper will reflect on the effort of ICT integration in teaching and learning, especially in the teaching and learning of mathematics, in Indonesia. Taking stock of the existing Government’s policy on ICT and ICT in Education, also of the facts and figures of Indonesia’s ICT profile, this paper discusses initiatives, practices, and studies of ICT in Education, integration of ICT in the teaching and learning of mathematics, what technology and how to integrate in the teaching and learning of mathematics, and some future prediction on the evolution of teaching and learning due to emerging technologies.

Tip Your Hand “Technology Tips” Sought

1996 ◽  
Vol 89 (2) ◽  
pp. 120
Keyword(s):  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Classroom Use

The editors of the “Technology Tips“ department of the Mathematics Teacher for 1996–1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.

scholarly journals Incidence of a hypermedia educational material on the Teaching and Learning of Mathematics

2019 ◽  
Vol 8 (1) ◽  
pp. 50-57 ◽  
Author(s):  
Laura Sombra Del Río ◽  
Cecilia Verónica Sanz ◽  
Néstor Daniel Búcari
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Control Group ◽  
First Year ◽  
Educational Materials ◽  
Software Application ◽  
Research Activities ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Paper Work

The use of hypermedia educational materials in education has gained relevance in recent years and is the object of numerous research activities. In the context of teaching and learning Mathematics, there are diverse works detailing their potential to improve both student learning and student attitude towards the subject. In this article, the results obtained through a case study carried out in a first-year course of Mathematics at a School of Engineering are shared, for which a hypermedia material was designed and then its impact in the classroom was analysed. To that end, a quanti- qualitative analysis framework was designed. An experience was carried out with two groups of students: one of these (n=101) used this material, and the other (n=111) served as control group. The students gave a positive overall assessment as regards to the experience carried out with the hypermedia material, but not to the extent expected. However, observations and the interviews carried out with the educators revealed that the hypermedia material positively contributed to several student learning aspects: it allowed using a mathematical software application as an exploratory tool and it promoted critical thinking among the students, who used the application to check their pen-and-paper work, using the semiotic representation conversions.

Sign in / Sign up

Export Citation Format

Share Document