Technology-supported innovations in mathematics education during the last 30 years: Russian perspective

Pozdniakov, Sergei; Freiman, Viktor

doi:10.1007/s11858-021-01279-6

Cited by 12 publications

(7 citation statements)

References 16 publications

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“…Las herramientas digitales en este contexto nos han reafirmado una vez más su capacidad para contribuir en el aprendizaje de los estudiantes, aun así, su implementación no basta con su uso de manera esporádica y sin planificación o alineamiento previo (de Freitas y Spangenberg, 2019); esto ha remarcado las dificultades que trae consigo el lograr implementar su uso de manera efectiva y las barreras más sólidas que necesitan derrumbarse, puesto que como lo menciona Widman (2021) la necesidad emergente requiere de una adaptación en los planes de enseñanza, programas de desarrollo profesional que permitan a los docentes mejorar su conocimiento en el uso de la tecnología; así como de herramientas tecnológicas que se alineen con los objetivos de instrucción de los docentes sin reemplazar el propio proceso de instrucción (Mitten et al, 2021), y la posibilidad de sostener y adaptar los paquetes educativos (Pozdniakov y Freiman, 2021).…”

Section: Discussionunclassified

La enseñanza de las matemáticas desde entornos virtuales: retos y perspectivas en tiempos de pandemia

García

Carrillo

Huaman

2022

REVISTAS DE INVESTIGACIÓN

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El objetivo de investigación fue explorar la teoría de enseñanza de las matemáticas en entornos virtuales, desde las perspectivas del quehacer docente en tiempos de pandemia. Por ello se desarrolló una revisión sistemática de literatura, en la cual los documentos fueron recuperados de las bases de datos Scopus y WoS empleando las palabras clave: “virtual math education” “virtual environment” “pandemic” y en español “enseñanza virtual” “matemática” “entornos virtuales” “COVID-19” y se seleccionaron 25 artículos a partir de criterios. Los resultados enfatizan que desde la perspectiva de los docentes de matemáticas, las brechas de acceso y la falta de compromiso e interacción de los estudiantes son los puntos más débiles de la enseñanza virtual del área. Además de considerar la necesidad de capacitación de los docentes en estas nuevas formas de enseñanza. ABSTRACT The research objective was to explore the theory of teaching mathematics in virtual environments, from the perspectives of teaching in times of pandemic. For this reason, a systematic literature review was developed, in which the documents were retrieved from the Scopus and WoS databases using the keywords: “virtual math education” “virtual environment” “pandemic” and in Spanish “virtual teaching” “mathematics” “virtual environments” “COVID-19” and 25 articles were selected based on criteria. The results emphasize that from the perspective of mathematics teachers, access gaps and lack of student engagement and interaction are the weakest points of virtual teaching in the area. It is advisable to consider for teacher training in these new forms of teaching. RESUMO O objetivo da pesquisa foi explorar a teoria do ensino da matemática em ambientes virtuais, a partir das perspectivas do trabalho docente em tempos de pandemia. Por foi desenvolvida uma revisão sistemática de literatura, onde os documentos foram recuperados dos bancos de dados Scopus e WoS usando as palavras-chave: "virtual math education" "virtual environment" "pandemic" e em português "ensino virtual" "matemática" "ambientes virtuais ""COVID-19" e 25 itens foram selecionados a partir de critérios. Os resultados enfatizam que, do ponto de vista dos professores de matemática, as lacunas de acesso e falta de engajamento e interação dos alunos são os pontos mais fracos no ensino virtual da área. Além da necessidade de capacitação dos professores nestas novas formas de ensino.

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Section: Discussionunclassified

La enseñanza de las matemáticas desde entornos virtuales: retos y perspectivas en tiempos de pandemia

García

Carrillo

Huaman

2022

REVISTAS DE INVESTIGACIÓN

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“…Teknologi dalam pendidikan matematika secara signifikan dapat meningkatkan partisipasi siswa di kelas, mempercepat proses pembelajaran, dan mempermudah pemecahan masalah matematika (Al-Hilli et al, 2018;. Pesatnya kemajuan teknologi juga meningkatkan minat terhadap evolusi pendidikan matematika yang sedang berlangsung (Pozdniakov & Freiman, 2021). Dalam hal ini, penyajian konten matematika yang lebih menarik dan bernilai menjadi mungkin berkat teknologi, seperti GeoGebra (Mahuda et al, 2021).…”

Section: Pendahuluanunclassified

Implementasi geogebra pada numbered head together terhadap kemampuan pemecahan masalah matematis dan keaktifan belajar siswa SMP

Ramadannia,

Nasrullah,

Yendra

et al. 2024

J. Pembelajaran Matematika Inovatif

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This research investigates the involvement and ability of junior high school students in solving mathematical problems by incorporating GeoGebra in the Numbered Head Together (NHT) approach. A dynamic mathematics application called GeoGebra and (NHT) is thought to offer improved problem solving and active learning. This research used a quasi-experimental with an equivalent control group design for State Middle School students in Cilegon City. Questionnaires and tests of mathematical problem solving abilities are the research instruments used. The analysis techniques used was prerequisite tests (normality test and homogeneity test), hypothesis testing (independent t test) and percentage of learning activity questionnaires. The results of data analysis show statistically significant differences between the control and experimental groups using GeoGebra on NHT learning and student engagement. The research recommendation from the research results is to encourage teachers to integrate dynamic software in the preparation and implementation of teaching using GeoGebra.

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“…Такая позиция авторов связана с вопросом "Почему?" [37], который остается "висеть в воздухе" после компьютерных экспериментов. Вдумчивый ученик хочет связать новую информацию с имеющимися у него концептуальными знаниями.…”

Section: дискуссияunclassified

Analysis of Changes in the Main Content Lines in Construction of an Alternative Course of Mathematics Based on Digital Resources

Pozdniakov¹,

Tolkacheva²

2022

CTE

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The article analyzes the changes in the teaching of mathematics at school associated with the development of the digital educational environment. The theoretical analysis is accompanied by a discussion of basic examples of changes in the main content course lines, such as the algebraic line, the function-theoretic line, the line of equations and inequalities, the geometric line, the stochastic line, the line of discrete mathematics and theoretical computer science. In the process of constructive analysis, such types of changes are considered as: a shift in emphasis from operational activities to modeling, which is associated with the development of “computational thinking” (computational thinking); the use of digital representations of mathematical concepts for the formation of mental images of mathematical concepts and increasing attention to the operation of mental images; studying the material at various levels of complexity through the use of computer models; study of algorithms that are used in computer mathematics systems; the development of horizontal connections both in the methodological aspect through the increasing role of integrative plots that combine various sections of mathematics and computer science, and in the aspect of general pedagogy through the construction of common information spaces for the interaction of educational communities and the expansion of their participants.

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Technology-supported innovations in mathematics education during the last 30 years: Russian perspective

Cited by 12 publications

References 16 publications

La enseñanza de las matemáticas desde entornos virtuales: retos y perspectivas en tiempos de pandemia

La enseñanza de las matemáticas desde entornos virtuales: retos y perspectivas en tiempos de pandemia

Implementasi geogebra pada numbered head together terhadap kemampuan pemecahan masalah matematis dan keaktifan belajar siswa SMP

Analysis of Changes in the Main Content Lines in Construction of an Alternative Course of Mathematics Based on Digital Resources

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