Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

Barbosa, Ana; Vale, Isabel; Jablonski, Stefan; Ludwig, Matthias

doi:10.3390/educsci12050346

Cited by 7 publications

(8 citation statements)

References 34 publications

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“…In this sense, we believe that it is essential to adequately prepare future primary school teachers and connect them with learning experiences in which outdoor STEM education is used as a facilitating resource for the teaching-learning of mathematics [44,56]. It is essential that in their professional futures, they know how to look for possible alternatives to traditional teaching that help enhance students' mathematical skills and ability to solve problems [57]. For this reason, it is essential to be clear about the pedagogical approach that you want to implement and the patterns that future teachers must develop during their professional development [44].…”

Section: Discussionmentioning

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: Discussionmentioning

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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“…Exploration with technology makes things easier to understand. In order to make things easier, more intuitive, we developed an applet with GeoGebra 5 . Figure 4 shows two screenshots.…”

Section: Experiments the Continuity Of A Functionmentioning

confidence: 99%

“…Today, GeoGebra has versions for PCs, iPads and smartphones. In the recent period, mobile versions of the different mathematical software allowed the development of outdoor mathematical activities [6,5].…”

Section: Introductionmentioning

confidence: 99%

Computer Assisted Proofs and Automated Methods in Mathematics Education

Dana-Picard

2023

Electron. Proc. Theor. Comput. Sci.

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This survey paper is an expanded version of an invited keynote at the ThEdu '22 workshop, August 2022, in Haifa (Israel). After a short introduction on the developments of CAS, DGS and other useful technologies, we show implications in Mathematics Education, and in the broader frame of STEAM Education. In particular, we discuss the transformation of Mathematics Education into explorationdiscovery-conjecture-proof scheme, avoiding usage as a black box . This scheme fits well into the so-called 4 C's of 21st Century Education. Communication and Collaboration are emphasized not only between humans, but also between machines, and between man and machine. Specific characteristics of the outputs enhance the need of Critical Thinking. The usage of automated commands for exploration and discovery is discussed, with mention of limitations where they exist. We illustrate the topic with examples from parametric integrals (describing a "cognitive neighborhood" of a mathematical notion), plane geometry, and the study of plane curves (envelopes, isoptic curves). Some of the examples are fully worked out, others are explained and references are given.

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“…Teachers and students can use a media-based application or website to support students' critical thinking skills. A medium integrated with a global positioning system (GPS), such as Math City Map [23], offers authentic learning for students. As supported by Takeuchi et al [24], successful STEM teaching relies heavily on the learning environment.…”

Section: Introductionmentioning

confidence: 99%

The Effect of STEM Autonomous Learning City Map Application on Students’ Critical Thinking Skills

Hermita

Alim

Putra

et al. 2023

Int. J. Interact. Mob. Technol.

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This research aims to discover the effect of STEM autonomous learning city map application on the students’ critical thinking skills. The design of the research is quasi-experimental with pre-test and post-test control groups. The population of the research is the fourth graders of an elementary school with a total of 60 students involved as the research samples. To collect the data, the research instruments used are a test and an interview. The test is to gain the data of the students’ critical thinking skills while the interview is to gain information regarding the students’ experiences with STEM autonomous learning city map. The findings revealed that there is a significant difference of the critical thinking skills between the students of both groups (Asymp. Sig. 2-tailed = 0.015, p<0.05). The critical thinking skills of the students in the experiment class were increased by 23.7%. In addition, compared to the students in the control group, those in the experimental group showed a more positive attitude towards their experiences of learning using STEM autonomous city map application. Owing to this, it can be concluded that learning with the STEM autonomous learning city map application can affect students’ critical thinking skills positively.

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Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

Cited by 7 publications

References 34 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

Computer Assisted Proofs and Automated Methods in Mathematics Education

The Effect of STEM Autonomous Learning City Map Application on Students’ Critical Thinking Skills

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