Etnomatemáticas en artesanías de trenzado: un modelo metodológico para investigación

Oliveras, María Luisa; Albanese, Verónica

doi:10.1590/s0103-636x2012000400010

Cited by 10 publications

(3 citation statements)

References 8 publications

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“…Finally, it is evident to design and implement mathematics teacher training programs from the perspective of Ethnomathematics, as proposed by authors such as Oliveras and Gavarrete (2012), but which consider the elements internal to the classroom (human subjects involved in the teaching and learning processes, institutional rules and the curriculum) and also the elements external to the classroom (relating to the education system and the social and cultural system). (BLANCO-ÁLVAREZ., 2017).…”

Section: Discussion and Considerationsmentioning

confidence: 99%

Didactic-mathematical knowledge of future mathematics teachers in Ecuador when developing tasks based on ethnomathematical practices

et al. 2023

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Este trabajo pretende inferir características del conocimiento didáctico-matemático de futuros profesores de matemáticas al desarrollar tareas basadas en prácticas etnomatemáticas locales. Se identificaron las prácticas etnomatemáticas y los conocimientos matemáticos de estos futuros profesores, estudiantes de una universidad ecuatoriana y, posteriormente, se analizaron sus reflexiones con relación al llevar estas prácticas al aula de clases. Los resultados indican una contemplación positiva por parte de los futuros profesores en dos aspectos: primero, en conectar las prácticas etnomatemáticas con las actividades profesionales locales y segundo, en presentar fragilidades en las características del conocimiento tanto matemático como didáctico-matemático. Como camino a seguir, el artículo sugiere que estas percepciones deben incorporarse en la formación de los futuros profesores, además de los conocimientos didáctico-matemáticos y las perspectivas de las Etnomatemáticas.

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Section: Discussion and Considerationsmentioning

confidence: 99%

Didactic-mathematical knowledge of future mathematics teachers in Ecuador when developing tasks based on ethnomathematical practices

et al. 2023

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“…In previous works, pedagogical changes based on innovative methodologies were sought (Benitez et al, 2000;Oliveras, 2005Oliveras, , 2006Oliveras, et al, 2008;Oliveras & Gavarrete, 2012;Oliveras & Albanese, 2013). This experience has led our interdisciplinary group to work together in order to meet the present requirements of our university.…”

Section: Introductionmentioning

confidence: 99%

Professional Skills Related to Creativity and Critical Capacity in Optics and Optometry: Assaying a Teaching Approach for Undergraduate Training

Fernández-Oliveras

Fernández

2014

Procedia - Social and Behavioral Sciences

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Higher-education quality does not have an established and closed pattern. Its value lies in the ability to control, review, critique, and continuously update training. After the university training, excellent professionals ought to be upgraded throughout their entire professional life. Creativity and critical capacity become essential for successful lifelong learning. Methodologies that foster creativity and critical capacity in the learning process and, subsequently, in the acquisition of professional skills were the keystone of a teachinginnovation project that we developed at the University of Granada (Spain). Here, we present one of the teaching approaches proposed and applied in the context of this project. The subject-matter involved, related to optics knowledge in undergraduate students, was "Optical and Optometric Instrumentation" (Bachelor's degree in Optics and Optometry). In the curriculum, the subject was described as "Design, manufacturing, quality control and adaption of optical instruments". Quality control and adaptation, which requires a great amount of critical thinking and creativity, were tackled essentially in the laboratory sessions. The activities of our project were undertaken in the laboratory sessions, and a technique based on protocols of control and change was introduced. The procedure was aimed at prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. At the end of our activities, a series of enquiries were delivered to the students. The analysis and statistical treatment of the surveys are shown in detail in this work. Most students recognized the activities as helpful, as a notable contribution to the development of their skills, and as useful for their future as professionals. The results of the approach undertaken, which was focused on the professional skills related to creativity and critical capacity, were quite successful and pleasing also to us as teachers.

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“…[3][4][5][6][7][8] This experience has led our interdisciplinary group to work together and face the present requirements of our university. In this work, we present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain.…”

Section: Introductionmentioning

confidence: 99%

Teaching methodologies to promote creativity in the professional skills related to optics knowledge

2014

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We present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain. The main objective of the project is the implementation of teaching methodologies that promote the creativity in the learning process and, subsequently, in the acquisition of professional skills. This project involves two subjects related with optics knowledge in undergraduate students. The subjects are "Illumination Engineering" (Bachelor's degree in Civil-Engineering) and "Optical and Optometric Instrumentation" (Bachelor's degree in and Optics and Optometry). For the first subject, the activities of our project were carried out in the theoretical classes. By contrast, in the case of the second subject, such activities were designed for the laboratory sessions. For "Illumination Engineering" we applied the maieutic technique. With this method the students were encouraged to establish relationships between the main applications of the subject and concepts that apparently unrelated with the subject framework. By means of several examples, the students became aware of the importance of cross-curricular and lateral thinking. We used the technique based on protocols of control and change in "Optical and Optometric Instrumentation". The modus operandi was focused on prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. This mechanism boosted the critical capacity and the independent-learning ability of the students. In this work, we describe in detail both subject proposals and the results of their application in the 2011-2012 academic course.

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Etnomatemáticas en artesanías de trenzado: un modelo metodológico para investigación

Cited by 10 publications

References 8 publications

Didactic-mathematical knowledge of future mathematics teachers in Ecuador when developing tasks based on ethnomathematical practices

Didactic-mathematical knowledge of future mathematics teachers in Ecuador when developing tasks based on ethnomathematical practices

Professional Skills Related to Creativity and Critical Capacity in Optics and Optometry: Assaying a Teaching Approach for Undergraduate Training

Teaching methodologies to promote creativity in the professional skills related to optics knowledge

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