New literacies and social practices in mathematics learning

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    16-Jan-2017

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  • NEW LITERACIES AND SOCIAL PRACTICES IN MATHEMATICS LEARNING WITH DIGITAL TECHNOLOGIES: A SOCIO CULTURAL

    PERPESCTIVE RESEARCH

    Hugo Moreno Reyeshmoreno@ciidet.edu.mx

    CIIDET, Mxico

    Rodolfo Alcntara Rosalesroaltep@gmail.com

    ITESJI, Mxico

  • Introduction

    This paper presents a researchon the perception ofengineering students about thecauses of their low schoolachievement in mathematics,and how a virtual space can beused for learning the topics.

  • EVOLUTION OF TECHNOLOGICAL DEVICES IN

    MATHEMATICS

    PASCAL CALCULATOR

    BABBAGE CALCULATOR

    MULTIPLICADORA DE LEIBNIZ

    Other

    manual machines Power ,

    Computers

    electromechanical,

    analog , digital , etc.

    BACO QUIPU YUPANA

    SLIDE RULE

  • LEARNING AND TECHNOLOGICAL CHANGES

    BEFORE CURRENT TIME

  • Thesis statement

    The most common difficulties presented by the students areundestanding, assimilation, interpretation and aplication tospecific situations of knowldge on different topics ofmathematics, for example differential calculus

  • METHODOLOGY

    To improve the learning of the students in mathematics andfacilitate the professor the promotion of appropriation of knowledge,two causes that favor or hinder the learning of mathematics areconsidered:

    ASPECTS RELATED TO THE PROFESSOR

    Academic profile. Beliefs. Attitudes in the

    classroom.

    ASPECTS RELATED TO THE STUDENTS

    The transition from one level ofeducation to another.

    The lack of good oral andwritten communication.

    Low level of prior knowledgeand mathematical intuition.

    The social , cultural andeconomic aspects.

  • ITEMS

    In order to investigate from the perspective ofstudents what factors affect the reprobation of thesubject of differential calculus in first semester atthe Instituto Tecnologico de Estudios Superioresde Jilotepec, thirty items were used. Twenty itemsclosed type with a Likert scale of five anchorpoints, and an item type open response.

  • Facilitating the task(items 2, 3 , 7, 8 , 9, 10 , 17, 29 )

    Jurisdiction of teacher(items 18 , 19)

    Bias teacher (items 11, 12 )

    Student Interest (items 4, 5 , 6 , 22)

    Effort by the student (items 13 , 20, 27 , 28)

    Capacity and preparation (items 1, 14, 15, 16, 21, 23 , 26)

    Economic situation (item24)

    Food (item 25)

  • LIKERT SCALE

    The options on the Likertscale for success of thecourse DifferentialCalculus are:

    5 4 3 2 1

    Excelent Good Regular Bad Very bad

  • LIKERT SCALE

    In case of failure the scale used is:

    5 4 3 2 1

    Always Veryfrequently

    Occassionally

    Veryrarely

    Never

  • Descriptive Table 1. Information on the questionnaire related to the causes ofsuccess or failure in Differential Calculus

  • DATA ANALYSIS

    In general, except for the questions of economicsituation and food, we should take actions to tendto mean as close as possible to 5 and decreasethe values of standard deviations, which canrange from training of teachers, including the useof techniques and strategies for the student tolearn, starting with the design of learningactivities involving the use of IT.

  • SUGGESTIONS FOR TEACHING

    MATHEMATICS

    Appropriating technologies.

    Contemporary forms of thought.

    Use of Internet + Technology.

    Take advantage of the knowledge that the information age possible.

    Reformulate the teaching-learning process.

  • SUGGESTIONS FOR LEARNING

    MATHEMATICS

    Construction of collective and collaborativeknowledge.

    Collective intelligence. Space for individual and collective expression. New ways of thinking and communicating.

  • CONCLUSION

    1. Changes are needed in institutions. The authoritiesencourage and enable institutional adjustments necessarywith the use of IT .

    2. In teachers develop teaching skills necessary tosuccessfully incorporate the use of technology in theirpractice, contributing to the appropriation of content bystudents.

    3. Provide students who are transitioning their training theopportunity to learn mathematics so that practicalexperience of the processes involved in learning such aconstructive and meaningful way , as well as integrated andthoughtful , while located in the context socio historical andcultural in which they find themselves.

  • REFERENCES

  • THANKS !

    Hugo Moreno Reyeshmoreno@ciidet.edu.mx

    CIIDET, Mxico

    Rodolfo Alcntara Rosalesroaltep@gmail.com

    TESJI, Mxico

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