Aprendizaje Cooperativo para Promover el Pensamiento Creativo y la Creatividad Matemática en la Educación Superior

Catarino, Paula; Lopes, José; Silva, Helena; Morais, Eva

doi:10.15366/reice2019.17.3.001

Cited by 25 publications

(22 citation statements)

References 50 publications

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“…The development of computational thinking involves an innovative approach to learning, the use of non-standard tools and technologies (Catarino et al, 2019). One of these can be gamification technology.…”

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Soboleva

Sabirova

Babieva

et al. 2021

EURASIA J Math Sci Tech Ed

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The research is relevant as educational computer games are included in students' mathematical activity and form additional opportunities to improve the quality of teaching mathematics in a digital school, to support the formation of the demanded professional competencecomputational thinking. To form the appropriate skills that determine the essence of special computational thinking, the authors propose to include game educational spaces based on digital gamification resources into students' mathematical activities. The research aims to resolve the contradiction between requirements of the modern economy for specialists' high level of computational thinking and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of this research is to study the features of using gamification technologies in teaching mathematics to form the skills and abilities that make up the essence of computational thinking. The article describes directions of educational and cognitive mathematical activity based on the principles of gamification. The authors clarify the concept of "computational thinking", which includes a system of actions for activating patterns, connections between them from human memory, and compile an effective algorithm for solving them: to obtain relevant information on advanced technological developments; to state the problem and model; to use a software product with mathematical content.

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Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Soboleva

Sabirova

Babieva

et al. 2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…Diego-Mantecón et al (accepted) and Lasa et al (2020) pointed also out that projects with a design focus usually seek to illustrate the functioning of artefacts and hardly promote environments that facilitate the learning of mathematics. Regarding collaborative learning, researchers tend to concur that this dimension is frequently addressed in STE(A)M projects to stimulate divergent thinking abilities (Catarino et al, 2019) and to generate different approaches and solution strategies (Estapa & Tank, 2017).…”

Section: Ste(a)m-pbl Designmentioning

confidence: 99%

An attempt to evaluate STEAM project-based instruction from a school mathematics perspective

Diego-Mantecón

Prodromou

Lavicza

et al. 2021

ZDM Mathematics Education

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Official documents in several educational systems reflect the importance of integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) and consider project-based learning (PBL) as a way of integrating such disciplines in the classroom. Although STEAM-PBL has been characterized and evaluated in different ways, its impact on school mathematics teaching remains unclear. Mathematics is recognized as the fundamental basis of other disciplines; however, many students still perceive it as a difficult subject and abandon it. To analyze STEAM-PBL classroom implementation from a school mathematics standpoint, we examined 41 classroom experiences from 11 Spanish secondary education teachers (five in-field mathematics teachers), who participated in a STEAM training program for more than 4 years. To frame this study, Thibaut et al.’s (J STEM Educ 3(1):02, 2018) and Schoenfeld’s (Educ Res 43(8):404–412, 2014) characterizations of well-designed and implemented projects, respectively, were employed. The results showed that in-field mathematics teachers avoided transdisciplinary projects in which school mathematics is difficult to address, while out-of-field teachers tended to overlook the mathematics in interdisciplinary projects. Unlike out-of-field teachers, mathematics teachers often eluded design-based learning processes for deeply exploiting school mathematics. The latter teachers promoted high cognitive demands and positive perceptions about mathematics in projects where formative environments were generated through discussion and a meaningful feedback loop.

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“…Some studies have analyzed how the CL approach can enhance creativity in educational fields, such as among scientific pre-scholars [59], boosting creativity and motivation in language learning [60], promoting creative thinking in higher education [61] or reading and writing in primary classrooms [62], among others. However, these studies compare strategies based on CL with individual-based learning, but do not compare different cooperation or collaborative approaches or treat teams as units of analysis.…”

Section: Understanding Collaborative Creativity and Cooperative Learning (Cl) From CD Perspectivementioning

confidence: 99%

Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings

et al. 2021

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Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) changes the understanding of the teaching/learning process and the traditional roles assigned to each agent. Under such an understanding, the design and co-design of challenging and meaningful learning environments is a key aspect to promote the spontaneous emergence of multiscale functional synergies and teams (of students, students and teachers, teachers, institutions, etc.). According to coordination dynamics, cooperative and competitive processes (within and between systems and their environments) are seen not as opposites but as complementary pairs, needed to develop collaborative creativity and increase the functional diversity potential of teams. Adequate manipulation of environmental and personal constraints, nested in different level and time scales, and the knowledge of their critical (tipping) points are key aspects for an adequate design of learning environments to develop synergistic creativity.

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Aprendizaje Cooperativo para Promover el Pensamiento Creativo y la Creatividad Matemática en la Educación Superior

Cited by 25 publications

References 50 publications

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

An attempt to evaluate STEAM project-based instruction from a school mathematics perspective

Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings

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