scholarly journals Examples to relate school mathematics to everyday life mediated by video, Tracker and GeoGebra

2021 ◽  
Vol 2 (3) ◽  
pp. 4417-4434
Author(s):  
Rafael Pantoja Rangel ◽  
María Teresa Sánchez Vieyra ◽  
Maritza Elizabeth López Alcalá ◽  
Rafael Pantoja González
Keyword(s):  
Everyday Life ◽  
Engineering Students ◽  
Classroom Observation ◽  
Collaborative Work ◽  
Clinical Interview ◽  
School Mathematics ◽  
Problem Situation ◽  
Analytical Expression ◽  
Problem Situations ◽  
Academic Events

ABSTRACT We describe video or photographic examples of everyday life problem situations that were analyzed using Tracker and GeoGebra. These examples were used in workshops taught in the classroom, at academic events and as part of a Calculus course in three institutions for engineering students. Further, the examples were used both for individual and collaborative work to learn the mathematics topics selected. Activities begin with obtaining records of semiotic representation, the data table, graphs, and the analytical expression, which relationship is established in order to generate the modeling of the problem situation. Based on classroom observation, the didactic sequence, the clinical interview, the written report and the presentation that was prepared and given, we claim that students learned the corresponding mathematics subject and that values such as punctuality, participation, honesty, interest and respect were encouraged to emerge throughout the process.   RESUMEN Describimos ejemplos en vídeo o fotografía de situaciones problemáticas de la vida cotidiana que fueron analizadas utilizando Tracker y GeoGebra. Estos ejemplos se utilizaron en talleres impartidos en el aula, en eventos académicos y como parte de un curso de Cálculo en tres instituciones para estudiantes de ingeniería. Además, los ejemplos se utilizaron tanto para el trabajo individual como colaborativo para el aprendizaje de los temas matemáticos seleccionados. Las actividades se inician con la obtención de registros de representación semiótica, la tabla de datos, las gráficas y la expresión analítica, cuya relación se establece para generar la modelación de la situación problema. A partir de la observación en el aula, la secuencia didáctica, la entrevista clínica, el informe escrito y la presentación elaborada y realizada, afirmamos que los alumnos aprendieron el tema matemático correspondiente y que en todo el proceso se fomentaron valores como la puntualidad, la participación, la honestidad, el interés y el respeto.

Application of Problem Situations for the Development of Learning Skills in the Study of Natural Sciences

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Margarita Slavova ◽  
Angel Slavchev
Keyword(s):  
Health Education ◽  
Personal Development ◽  
Logical Structure ◽  
Natural Sciences ◽  
Final Decision ◽  
Problem Situation ◽  
Learning Skills ◽  
Problem Situations ◽  
The Individual

The problem situation is one of the ways to form general learning skills in the study of natural sciences. It provides an opportunity to apply the individual approach, choosing a path for making a final decision and full personal development of the student. This article reviews the nature of the problem situation and learning skills, presents a classification of species and offers an example of use in teaching biology and health education - 7th grade to develop the skill of comparison. The article aims to guide teachers in the logical structure for creating a problem situation and the requirements for the content of individual elements. An option for linking it with a specific educational content is also shown.

scholarly journals Change and improvement 50 years in the making: a scoping review of the use of soft systems methodology in healthcare

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Hanna Augustsson ◽  
Kate Churruca ◽  
Jeffrey Braithwaite
Keyword(s):  
Scoping Review ◽  
Assessment Tool ◽  
Soft Systems Methodology ◽  
Local Context ◽  
Problem Situation ◽  
Systems Methodology ◽  
Soft Systems ◽  
Problem Situations ◽  
Healthcare Settings

Abstract Introduction Improving the quality of healthcare has proven to be a challenging task despite longstanding efforts. Approaches to improvements that consider the strong influence of local context as well as stakeholders’ differing views on the situation are warranted. Soft systems methodology (SSM) includes contextual and multi-perspectival features. However, the way SSM has been applied and the outcomes of using SSM to stimulate productive change in healthcare have not been sufficiently investigated. Aim This scoping review aimed to examine and map the use and outcomes of SSM in healthcare settings. Method The review was based on Arksey and O’Malley’s framework. We searched six academic databases to January 2019 for peer-reviewed journal articles in English. We also reviewed reference lists of included citations. Articles were included if they were empirical studies focused on the application of SSM in a healthcare setting. Two reviewers conducted the abstract review and one reviewer conducted the full-text review and extracted data on study characteristics, ways of applying SSM and the outcomes of SSM initiatives. Study quality was assessed using Hawker’s Quality Assessment Tool. Result A total of 49 studies were included in the final review. SSM had been used in a range of healthcare settings and for a variety of problem situations. The results revealed an inconsistent use of SSM including departing from Checkland’s original vision, applying different tools and involving stakeholders idiosyncratically. The quality of included studies varied and reporting of how SSM had been applied was sometimes inadequate. SSM had most often been used to understand a problem situation and to suggest potential improvements to the situation but to a lesser extent to implement and evaluate these improvements. Conclusion SSM is flexible and applicable to a range of problem situations in healthcare settings. However, better reporting of how SSM has been applied as well as evaluation of different types of outcomes, including implementation and intervention outcomes, is needed in order to appreciate more fully the utility and contribution of SSM in healthcare.

scholarly journals Stoichiometry in Context: Inquiry-Guided Problems of Chemistry for Encouraging Critical Thinking in Engineering Students

2013 ◽  
Vol 3 (1) ◽  
pp. 24
Author(s):  
Gabriel Pinto ◽  
María Luisa Prolongo
Keyword(s):  
Everyday Life ◽  
Mineral Water ◽  
Engineering Students ◽  
Daily Life ◽  
Active Role ◽  
Educational Tools ◽  
The Past ◽  
Guided Instruction ◽  
Quantitative Treatment

This paper focuses on examples of educational tools concerning the learning of chemistry for engineering students through different daily life cases. These tools were developed during the past few years for enhancing the active role of students. They refer to cases about mineral water, medicaments, dentifrices and informative panels about solar power, where an adequate quantitative treatment through stoichiometry calculations allows the interpretation of data and values announced by manufacturers. These cases were developed in the context of an inquiry-guided instruction model. By bringing tangible chemistry examples into the classroom we provide an opportunity for engineering students to apply this science to familiar products in hopes that they will appreciate chemistry more, will be motivated to study concepts in greater detail, and will connect the relevance of chemistry to everyday life.

It's not how new you make it, but how you make it new

1971 ◽  
Vol 18 (1) ◽  
pp. 7-9
Author(s):  
F. Lynwood Wren
Keyword(s):  
Cultural Heritage ◽  
School Mathematics ◽  
Curriculum Content ◽  
Teaching Techniques ◽  
Problem Situations ◽  
Basic Understanding ◽  
Reser Voirs ◽  
Teaching Of Mathematics ◽  
And Function

Before the “;mathematics revolution” of some fifteen years ago, the emphasis of instruction in school mathematics was almost entirely on the “how” of manipulation. Little or no attention was paid to the “what” and “why” of understanding. Since then the efforts of committees and of individual teachers have effected changes both in curriculum content and in teaching techniques. These cha nges were designed to make basic understanding, as well as significant manipula tion, a fundamental responsibility of all levels of instruction. No longer is the teaching of mathematics designed to result merely in a catalog of rules for mechanical application. Ra ther, it is designed to develop, a long with a facility in use, a comprehe nsion of and an appreciation for bas ic concepts. Further, it is designed to develop an understanding of the purpose and function of opera tional procedures that they may serve as resource reser voirs for intelligent attack on problem situations whenever and however they may occur. Thus the underlying philosophy of this new emphasis in instruction is to present mathematics as an important, logically structured segment of our cultural heritage rather than as a tool kit of rules, formulas, and assorted mnemonics.

Informing Learning Through the Clinical Interview

1991 ◽  
Vol 38 (6) ◽  
pp. 44-46
Author(s):  
Madeleine J. Long ◽  
Meir Ben-Hur
Keyword(s):  
Student Outcomes ◽  
Clinical Interview ◽  
School Mathematics ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Paper And Pencil ◽  
Primary Assessment

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Srandards for Teaching Mathematics (1989) endorse the view that assessment should be made an integral part of teaching. Although many of the student outcomes described in the Srandards cannot properly be assessed using paper-and-pencil tests, such tests remain the primary assessment tools in today's classroom.

In the classroom: Problem solving with number-picture problem situations

1962 ◽  
Vol 9 (3) ◽  
pp. 155-159
Author(s):  
Juliet Sharff
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Problem Situation ◽  
Factual Information ◽  
Number Concepts ◽  
Problem Situations ◽  
Level Number

The class was inspired by the weather to develop its first picture problem situation. The teacher sketched at the chalk-board in response to children's suggestions and guided them so that basic grade-level number concepts were included. For example, the first cooperative class sketch featured a snowy hill and boys and girls with sleds. All data are not pictured; some are provided as factual information. The sketch (Fig. 1) and some of the resulting number problems were similiar to the following.

Coordinate Geometry: A Powerful Tool for Solving Problems

1990 ◽  
Vol 83 (4) ◽  
pp. 264-268
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Standards ◽  
Problem Situations ◽  
Coordinate Geometry

In calling for reform in the teaching and learning of mathematics, the Curriculum and Evaluation Standards for School Mathematics (Standards) developed by NCTM (1989) envisions mathematics study in which students reason and communicate about mathematical ideas that emerge from problem situations. A fundamental premise of the Standards, in fact, is the belief that “mathematical problem solving … is nearly synonymous with doing mathematics” (p. 137). And the ability to solve problems, we are told, is facilitated when students have opportunities to explore “connections” among different branches of mathematics.

Analyzing Data from the Olympic Games for Trends and Inferences

1996 ◽  
Vol 89 (5) ◽  
pp. 370-372
Author(s):  
Richard T. Edgerton
Keyword(s):  
Real World ◽  
Olympic Games ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Problem Situations ◽  
Real World Problems ◽  
The Olympic Games

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) emphasizes classroom mathematics that engages students in meaningful activities through which they construct their own understanding of important concepts. Students' investigations are derived from problem situations that arise from real-world contexts. The Olympic Games furnish ample data for students to connect meaningful mathematics with real-world problems.

Links to Literature: Using Representations to Explore Perimeter and Area

2001 ◽  
Vol 8 (1) ◽  
pp. 52-59
Author(s):  
Patricia S. Moyer
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Real Life ◽  
Problem Situation ◽  
Correct Operation ◽  
Problem Situations ◽  
Mathematical Problems ◽  
Mathematical Word Problems ◽  
Computational Processes

In an elementary school classroom, as in real life, the lines between the content areas should be blurred, particularly between mathematical problem solving and mathematical situations contextualized in good literature. For that reason, I always look for interesting books about mathematical situations. Why use children's literature to teach mathematics? A good story often places mathematical problems in the context of familiar situations and is similar to, yet a much more elaborate version of, mathematical word problems. Assertions that children's inability to solve word problems results from their inability to read or to compute effectively simply are not true. The problem is that children do not know how to choose the correct operation or sequence of operations to solve the problem. To solve a problem situation presented in words, children need to be able to connect computational processes with appropriate calculations. Their difficulties lie in the fact that children simply do not understand the mathematics well enough conceptually to make the connection with the problem- solving situation. Using books with authentic problem situations may help children see that learning computation serves a real-life purpose.

Take Time for Action: Assessing Geometric and Measurement Understanding Using Manipulatives

2001 ◽  
Vol 6 (7) ◽  
pp. 402-405
Author(s):  
Marilyn E. Strutchens ◽  
Kimberly A. Harris ◽  
W.GARY Martin
Keyword(s):  
Everyday Life ◽  
School Mathematics ◽  
Geometric Properties ◽  
Hands On ◽  
The World

Studying geometry benefits students in a number of ways. Geometry enables students to represent and make sense of the world, analyze and solve problems, and represent abstract symbols pictorially to facilitate understanding (NCTM 2000). Similarly, measurement establishes important connections between school mathematics and everyday life. However, students often have very little understanding of geometry and measurement concepts (Martin and Strutchens, in press). More often than not, students are asked to memorize geometric properties rather than to experience geometry through nature walks or worthwhile tasks that involve hands-on explorations. Further, students learn measurement through memorizing formulas rather than exploring the underlying concepts.

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