scholarly journals ESTRATEGIAS DIDÁCTICAS PARA EL APRENDIZAJE DE LA MULTIPLICACIÓN EN LAS MATEMÁTICAS EN LA EDUCACIÓN GENERAL BÁSICA

2020 ◽  
Vol 5 ◽  
pp. 123
Author(s):  
Francisco Omar Cedeño Loor ◽  
Junior Fabián Chávez Chávez ◽  
Ángelo David Parrales Parrales
Keyword(s):  
Mathematics Education ◽  
General Education ◽  
Scientific Methodology ◽  
La Palma ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Teaching Of Mathematics ◽  
Didactic Strategies

La presente investigación tuvo como objetivo general: Establecer estrategias didácticas para el aprendizaje de la multiplicación en las matemáticas de los escolares de 5to año de educación general básica de la “Unidad Educativa Fiscal Luis A Martínez” del sitio Bajo de la Palma del cantón Montecristi, para lo cual se realiza una profunda revisión bibliográfica sobre las estrategias didácticas, también se identifica las características de las estrategias como es el aprender a formular cuestiones, aprender a planear, facilitar la reflexión, conocer procedimiento y utilización de métodos; en cuanto al aprendizaje de la multiplicación, partiendo de su definición particular, para luego explicar las estrategias en la enseñanza de las matemáticas. Se utilizó para su estudio la metodología científica con sus métodos inductivo y deductivo, lo cual permitió el cumplimiento de los objetivos propuestos, mediante la tabulación de las encuestas aplicadas a las Docentes y estudiantes, aplicados a la muestra de la población escogida; llegando a la conclusión que los docentes en la enseñanza de la multiplicación no utilizan de manera significativa estrategias como Base 10 y más bien sus clases son más teóricas que prácticas. PALABRAS CLAVE: Educación matemática; Estrategias didácticas; Ábaco; Bingo matemático.  DIDACTIC STRATEGIES FOR THE LEARNING OF MULTIPLICATION IN MATHEMATICS IN BASIC GENERAL EDUCATION ABSTRACT The present research had as a general objective: To establish didactic strategies for the learning of multiplication in mathematics of the students of the 5th year of basic general education of the "Fiscal Education Unit Luis A Martínez" of the Bajo de la Palma site of the Montecristi canton, For which a deep bibliographic review on the didactic strategies is carried out, the characteristics of the strategies are also identified, such as learning to formulate questions, learning to plan, facilitate reflection, know procedure and use of methods; as for the multiplication learning, starting from its particular definition, to later explain the strategies in the teaching of mathematics. The scientific methodology was used for its study with its inductive and deductive methods, which allowed the fulfillment of the proposed objectives, by means of the tabulation of the surveys applied to the Teachers and students, applied to the sample of the chosen population; concluding that teachers in the teaching of multiplication do not use strategies like Base 10 in a significant way and rather their classes are more theoretical than practical. KEYWORDS: Mathematics education; Didactic strategies; Abacus; Mathematical bingo.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

scholarly journals Teacher and Student Evaluations of Project-Based Instruction

2002 ◽  
Vol 19 (2) ◽  
pp. 52 ◽  
Author(s):  
Gulbahar Beckett
Keyword(s):  
Second Language ◽  
General Education ◽  
Matter Content ◽  
Systematic Research ◽  
Esl Teachers ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Based Instruction ◽  
Student Independence ◽  
Subject Matter Content

Project-based instruction has gained some popularity in general education and in second-language (L2) education. However, a review of the literature shows discrepancies between teachers' and students' evaluations of this activity. For example, general education teachers and students find that project-based instruction creates opportunities for in-depth learning of subject-matter content, which fosters student independence and problem-solving skills. However, English as a Second Language (ESL) teachers' and students' evaluations show mixed results. Although some anecdotal reports and one systematic research study show ESL teachers endorsing project-based instruction because it provides opportunities for comprehensible output and integrated language teaching, there is evidence that ESL students and at least one ESL teacher are frustrated by this form of instruction. These students felt that project-based instruction prevented them from learning from the teacher and textbooks and from focusing on language skills. The ESL teacher felt a loss of student respect and noted a drop in student attendance. These discrepancies are discussed from philosophical, cultural, and linguistic perspectives. Recommendations for research and pedagogy are proposed. For example, it is suggested that a framework be developed to aid ESL teachers in assisting their multicultural students to understand the benefits of project-based instruction in L2 learning.

scholarly journals A contextualização no ensino de matemática: concepções e práticas Contextualizationin the teaching of mathematics: conceptions and practices

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Queli Reis ◽  
Cátia Maria Nehring
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Public Policies ◽  
Teaching Of Mathematics

Resumo Este artigo objetiva apresentar um panorama sobre a contextualização através de uma meta análise de pesquisas que tratam deste conceito. Consideramos pesquisas que abordam a contextualização a partir de sua proposição pelas políticas públicas, através de documentos, livros didáticos e avaliações, bem como as concepções e práticas desenvolvidas por professores e pesquisadores da educação matemática. As análises evidenciam um distanciamento entre o que é compreendido epistemologicamente e a prática em sala de aula. A fragilidade de entendimentos sobre o que é contextualização tem limitado o ensino à resolução de problemas e aplicação, simplificando conceitos no processo de ensino e aprendizagem por não enfatizarem o processo de abstração decorrente da contextualização. Abstract This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization.

scholarly journals A FORMAÇÃO MATEMÁTICA NO CURSO DE PEDAGOGIA: aprendizagens a partir da modelagem matemática

2018 ◽  
Vol 24 (esp.) ◽  
pp. 159
Author(s):  
Vantielen da Silva Silva ◽  
Dionísio Burak
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
State University ◽  
Meaning Reconstruction ◽  
Palabras Clave

 A investigação apresentada, situada no campo da Modelagem Matemática na perspectiva da Educação Matemática, é resultado de um curso desenvolvido com acadêmicos de Pedagogia da Universidade Estadual do Centro-Oeste do Paraná, UNICENTRO. E, mais precisamente, sob uma postura fenomenológica, foi construída a partir da seguinte interrogação: O que se revela sobre a Modelagem Matemática na formação inicial de pedagogos? Esta que permitiu compreender e interpretar, a partir da argumentação de acadêmicos de Pedagogia, que atividades desta natureza contribuem para uma formação inicial mais significativa na área de Matemática e para a reconstrução dos significados da Matemática e, também, para o desenvolvimento de habilidades indispensáveis à docência, como autonomia, criatividade, criticidade e reflexividade.Palavras-chave: Educação Matemática.  Formação de professores. Modelagem Matemática.THE MATHEMATICAL FORMATION IN PEDAGOGY’S: course learning through mathematical modeling Abstract: This presented investigation, located in Mathematical Modeling field in Mathematics Education perspective, is the result of a course developed with Pedagogy academics from Paraná Midwest State University, UNICENTRO. And, more precisely, under a phenomenological position, was built from the following question: What does it reveal about Mathematical Modeling in the pedagogue’s initial education? This one, which allowed to understand and interpret, from the academic’s discussion in the Pedagogy course, that activities from this origin contribute for an initial education more meaningful in Mathematics field and to the Mathematics meaning reconstruction and, also, to the development of necessary skills to teaching, as autonomy, creativity, criticism and reflexion.Keywords: Mathematics Education.  Teacher’s Formation. Mathematical Modeling.FORMACIÓN EN MATEMÁTICAS EN EL CURSOR DE PEDAGOGIA: apredizaje a partir del modelado de matemáticasResumen: La investigación presentada en el campo del Modelado Matemático en la perspectiva de la Educación de Matemáticas es el resultado del desarrollo con académicos de Pedagogía de la Universidad Estatal del Centro-Oeste de Paraná- UNICENTRO. Precisamente bajo una postura fenomenológica, se construyó a partir del siguiente interrogantes: ¿Lo que se revela sobre el Modelado Matemático en la formación inicial de pedagogos? Está que permitió comprender e interpretar, a partir de argumentaciones de académicos de Pedagogía, que actividades de esta naturaleza contribuyen a una formación inicial más significativa en la área de Matemática y para la reconstrucción de los significados de las Matemáticas, y también, para el desarrollo de habilidades indispensables para la docencia, como autononomía, creatividad, criticidad y reflexividad .Palabras clave: Educación de Matemáticas. Formación de Profesores. Modelado de Matemáticas.

scholarly journals How Does Language Impact the Learning of Mathematics? Let Me Count the Ways

2007 ◽  
Vol 5 (1) ◽  
Author(s):  
Genevieve Boulet
Keyword(s):  
Mathematics Education ◽  
Current Literature ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematical Discourse ◽  
Mathematical Concepts ◽  
Teachers And Students ◽  
Key Factor

The role that language plays in the teaching and learning of mathematics is at the forefront of current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers and students engage in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students’ learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and to adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.

scholarly journals Teachers 'and students' ideas about the existing advantages and possible risks of using digital products in the educational environment

2021 ◽  
Vol 53 (5) ◽  
pp. 95-109
Author(s):  
Elena B. Puchkova ◽  
◽  
Elena A. Sorokoumova ◽  
Elena I. Chardymova ◽  
Larisa V. Temnova ◽  
...  
Keyword(s):  
General Education ◽  
Education System ◽  
Work Experience ◽  
Online Survey ◽  
Basic Education ◽  
Educational Practice ◽  
Digital Learning ◽  
Digital Products ◽  
Advantages And Disadvantages ◽  
Teachers And Students

An integral feature and an urgent task of the modern education system is the use of digital products in educational practice. The forced implementation of mass distance learning in the period 2020-21 showed both the advantages and disadvantages of digital learning and set new horizons for optimizing this process. In May-June 2021, a study consisting of two parts was conducted: 1) an online survey of teachers of the general education system in order to determine the ideas about the advantages and risks for students when using digital products in educational practice; 2) an online survey of adolescent students in order to determine their ideas and experience of using digital products in the learning process. The sample consisted of 482 adolescents aged 13-15 years; 147 teachers of basic education with work experience from 3 to 23 years. Online surveys were conducted anonymously in the form of questionnaires using Google Forms. It was found that 80% of teachers and 98% of students highly appreciate the need to use digital products in educational practice. The majority of teachers noted the predominance of advantages provided by digital products as opposed to risks, the same idea was revealed in the survey of students. Conclusions are drawn about the similarities and differences in the understanding of teachers and students of the goals, forms and advantages of using digital educational products. For example, teachers believe that digital products should be used to copy educational materials and perform independent work tasks; they do not welcome their use during the lesson, which, on the contrary, is the main goal for students. The revealed discrepancies in the views of teachers and students regarding the goals, advantages and risks of using digital products makes the question of finding ways to coordinate and optimize relevant.

scholarly journals COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Social History ◽  
Mathematics Teaching ◽  
Scientific Field ◽  
Epistemology Of Science ◽  
Complementary Education ◽  
Mathematics Educators ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

scholarly journals APRENDIZAGEM EM TURISMO: experiências

2018 ◽  
Vol 4 (6) ◽  
pp. 878-897
Author(s):  
Aluízio Augusto Carvalho Santos ◽  
Ivany Câmara Neiva
Keyword(s):  
The Self ◽  
Main Motivation ◽  
Palabras Clave ◽  
Learning Conditions ◽  
Teachers And Students ◽  
Methodological Procedures

Trata-se de artigo em que são relatadas experiências pedagógicas, nas quais a preocupação maior é que educandos e educadores as vejam como oportunidades de formação para a vida. A leveza, o brincar, são fundamentais. Ser útil para si próprio, e para os outros, deve ser a motivação prioritária em qualquer trabalho a ser feito. Tais condições de aprendizagem são aplicadas ao Turismo. Os procedimentos metodológicos são qualitativos. Importa que os resultados exprimam que educandos e educadores sentem prazer, e que têm compromisso com o conhecimento, em suas atividades pedagógicas.   PALAVRAS-CHAVES: Turismo; Curiosidade; Interesse; Crítica; Aprendizagem.     ABSTRACT This paper is an article where pedagogical experiences are reported, and in which the biggest concern is that teachers and pupils see, opportunities in learning for life. Lightness and the playing are fundamental. Being useful to the self and to the others must be the main motivation in any task to be achieved. Such learning conditions are explained through Tourism. Methodological procedures are qualitative. We are concerned that the results show that teachers and students feel good, and that they commit to their pedagogical activities.   KEYWORDS: Tourism; curiosity; interest; criticism; learning.     RESUMEN En este artículo se relatan experiencias pedagógicas en las cuales la mayor preocupación es que los educandos y educadores vean, en las materias dictadas, oportunidades de formación para la vida. La ligereza y el juego son fundamentales. Ser útil para sí mismo y para los demás debe ser la motivación prioritaria en cualquier trabajo a ser realizado. Estas condiciones de aprendizaje se aplican al Turismo. Los procedimientos metodológicos son cualitativos. Es importante que los resultados expresen que educandos y educadores sienten placer y que tienen compromiso con el conocimiento en sus actividades pedagógicas.   PALABRAS CLAVE: Turismo; Curiosidad; Interés; Crítica; Aprendizage.

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