MathCityMap – Popularizing Mathematics around the Globe with Maths Trails and Smartphone

Gurjanow, Iwan; Zender, Joerg; Ludwig, Matthias

doi:10.37626/ga9783959871440.0.13

Cited by 8 publications

(8 citation statements)

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“…One way to introduce the STEM-SD methodology in the teaching-learning of mathematics in primary education is by carrying out activities within what is known as "outdoor education". For students to adequately experience the mathematization process, it is necessary that they know how to transform a real problem into a mathematical problem in which they must use the basic concepts of mathematics to solve it in an organized and meaningful way [30,31]. One way to achieve this is by taking mathematics outside the classroom so that, in this way, students can discover for themselves the connection that mathematics has with the environment [7,32,33], are more aware of the great usefulness of the mathematical content that the teacher explains theoretically in the classroom and, above all, know how to value the cognitive, historical and socio-cultural dimension of mathematics that they have [34].…”

Section: Outdoor Mathematics Educationmentioning

confidence: 99%

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Martín-Cudero,

Guede-Cid,

Tolmos

et al. 2024

Education Sciences

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Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on STEM and sustainable development are a good resource to connect mathematics with the environment in a transversal way with other disciplines. A total of 35 postgraduate students in secondary education and 30 undergraduate students in primary education participated in this research and received a training course from experts in mathematics teaching. During the experience, the graduate students designed trails that were tested by the undergraduate students after a prior review by three in-service primary teachers. Likert scale questionnaires and open questions were asked of the students to evaluate the training received and the execution of the experience. Likewise, it was also decided to hold a debate with the participants and a guided interview with in-service teachers to assess the possible application of the resource in primary education courses. The results show a very positive assessment of the experience and allow us to support this approach to promote a change in the teaching–learning of mathematics in the last years of primary education.

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Section: Outdoor Mathematics Educationmentioning

confidence: 99%

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Martín-Cudero,

Guede-Cid,

Tolmos

et al. 2024

Education Sciences

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“…[11] states that teachers can use mathematics as a tool or use it in an algorithmic way, so there is a need to connect mathematics with other STEM disciplines. These issues are also of interest to various researchers [12][13][14].…”

Section: Stem Education and Math Trailsmentioning

confidence: 99%

Engaging STEM Learning Experience of Spatial Ability through Activities with Using Math Trail

Laššová

Rumanová

2023

Mathematics

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Math trail is a type of outdoor activity conducted in groups. Group members work together, communicate, and find common and best strategies for solving problems. Thus, it combines the use of mathematics in real life with a pleasant walk. Pupils have the opportunity to explore mathematics linked to real objects, solving standard and non-standard problems. Teachers, in turn, can use mathematics in this way as a tool to connect it to other STEM disciplines. This article first describes the results of research aimed at assessing spatial ability and mental rotation in students at technical vocational schools in Slovakia. A stereometry test was solved by 455 students. We then created a mathematical walk aimed at developing students’ spatial ability. The experiences presented in the article may be helpful as other mathematics’ popularization stimuli. We believe that when students are engaged in problem-based learning activities that are related to STEM disciplines, in particular, by connecting with the subjects in the problem context of the real world, STEM disciplines may become more important for students. Interdisciplinary STEM learning imitates authentic real-world problem-solving.

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“…Resulta de gran utilidad para paliar las dificultades que pueden surgir a la hora de coordinar grupos de estudiantes que están realizando actividades en distintas localizaciones dentro de la ruta. Asimismo, ofrece grandes posibilidades a la hora de introducir la gamificación en las rutas matemáticas (Gurjanow y Ludwig, 2017).…”

Section: Educación Matemática En El Exterior: Las Rutas Matemáticasunclassified

Innovación educativa y formación docente

Frutos¹,

Ruiz²,

Cantero³

et al. 2018

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MathCityMap – Popularizing Mathematics around the Globe with Maths Trails and Smartphone

Cited by 8 publications

References 0 publications

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Engaging STEM Learning Experience of Spatial Ability through Activities with Using Math Trail

Innovación educativa y formación docente

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