Teachers' practice and students' learning in the Mexican programme for Teaching Mathematics with Technology (original) (raw)
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International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Vol. 18, No. 5/6, 2008, 2008
Since 1997, an ongoing national programme called Teaching Mathematics with Technology (EMAT) has been introduced in Mexican lower-secondary mathematics classrooms (children 12-15 year-old). The programme introduces a pedagogical model aimed to foster exploratory and collaborative learning through the use of computational tools. In this article, we present some results from an evaluation study that looked at teachers' practice with these tools, their assimilation of the pedagogical model and the impact of the use of the programme on students' learning. The results show that teacher-training remains insufficient and that teachers have great difficulties in changing their practice as conceived by the programme. The use of the technological tools in schools is also very inconsistent. For students, the benefit of the technology-based activities remains difficult to assess, and there is no visible impact on learning as measured by items used in national evaluations (although there seems to be a correlation between the tools used and the learning of different mathematical topics).
2020
In this paper, we report data from six primary and middle-school in-service teachers in Mexico, who have been reflecting on the changes in their practice, and that of their colleagues, when incorporating digital technologies (DT) to their mathematics classrooms. The changes documented take into account different aspects: the teacher, didactical materials, classroom interactions, students' learning and motivation, technical aspects and the broader school community context. Introduction: Digital Technologies in Mexican Schools The inclusion of new digital technologies in classrooms is inevitable, and teachers need to adapt to the changes brought about by these technologies, as well as harness their potential; but this is not straightforward. In our paper we will present data from case-studies of six Mexican teachers who have been reflecting on their changing practice, and the changes in the classroom and school culture, when incorporating digital technologies (DT). Since 1997, the Mexican Ministry of Education has been making intense continuing efforts for incorporating digital technologies into Mathematics classrooms of the basic education system (primary and middle-school levels). The largest projects in this effort are known as the Teaching Mathematics with Technology (EMAT) Program for middle-schools, and Enciclomedia for primary schools. The EMAT program provides activities and a pedagogical model for incorporating the use of technological tools in mathematics classrooms, in a constructionist way, aimed to enrich the teaching and improve learning (Ursini & Rojano, 2000). The pedagogical model emphasizes changes in the classroom structure such as the requirement of a different teaching approach and the way the classroom needs to be set up. In particular, the pedagogical model emphasizes a collaborative model of learning, and a role of the teacher's as guide, mediator and promoter of the exchange of ideas and collective discussion. The main tools currently used in EMAT are Spreadsheets, Dynamic Geometry, Logo and CAS activities with the TI-92, and. On the other hand, Enciclomedia, which has been massively implemented in all primary schools in Mexico, aims to help teachers by providing resources, computer interactive activities and strategies (mainly designed to be used on electronic whiteboards), through links in an enhanced electronic version of the mandatory textbooks (Lozano et al., 2006).
Use of educational software in mathematics teaching: case Yucatán, México
2015
This paper presents a collection of software projects that have been used as tools in teaching mathematics, and an analysis of their use in the state of Yucatan, Mexico. Today teachers must adapt their strategies to a new way of teaching, for which various programs are being used as complementary tools for teaching_ various subjects and thus improving students’ academic performance. Among the subjects chosen to implement new teaching techniques is mathematics, which is considered one of the most challenging subjects for students. The aim is to encourage and facilitate the learning of mathematics.
Analysis of Uses of Technology in the Teaching of Mathematics
The Proceedings of the 12th International Congress on Mathematical Education, 2015
This Topic Study Group aimed at providing a forum to discuss the current state of art of the presence of technology in diverse aspects of teaching mathematics conveying a deep analysis of its implications to the future. Technology was understood in a broad sense, encompassing the computers of all types including the hand-held technology, the software of all types, and the technology of communication that includes the electronic board and the Internet. The discussions served as opportunity for all interested in the use of technology in education environment, to understand its diverse aspects and to share the creative and outstanding contributions, with critical analysis of the different uses.
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In this article, we share the design and implementation of the preparatory phase of a didactical experiment with teachers of mathematics, using informatics technologies, in classrooms intended for young teenagers from 12 to 17 years old from the province of Buenos Aires, Argentina. We based this design on the contributions of different theoretical frameworks (MTSK, Mathematical Working Space, Collaborative Research, Teaching experiment methodology) and analysed the data obtained from the administration of an instrument created ad hoc, to generate information that will allow us to build the didactical experiment. We conclude that the design of the experiment requires a joint reflection between the groups of teachers and researchers, to make the teacher's specialised knowledge explicit, guarantee its performance and goal achieving.
The Integration of technology in teaching mathematics
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This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.
On some important aspects in preparing teachers to teach mathematics with technology
… on the Teaching of Mathematics (Crete, Grecia, 2006
The introduction of technology in the classrooms at all levels of education has brought forth a need to change some teaching practices. Together with the modernization projects of undergraduate instruction for Engineering and Science courses, it is especially important to focus the attention on Courses for prospective (and in-service) teachers in Mathematics. The use of technology in the teaching-learning activities can be regarded as a new communication language in developing the construction of knowledge. The recognition of this role of technology in education would contribute to a better preparation of the future teachers in selecting right teaching strategies, not only technology. This paper aims first to discuss this aspect of technology in the undergraduate instruction, through a systematized classification of the use of technology in the classrooms based on the forms of activities, illustrated with examples. Furthermore, one of the advantages of the technology as teaching aid is the possibility of more realistic mode ling in problem solving and interdisciplinary activities, so new and reformulated disciplines in the curriculum of teacher preparing courses come up. Regarding this aspect, we point out that the critical interpretation of the computer/calculator outputs demands an awareness of the kind of mathematics needed when using technology. That means that solving a problem with the use of technology requires from the user a deeper understanding of the importance of concepts like units, scaling of units, significant f igures, approximation/numerical methods, parametric representation and implicit representation, interpolation methods, structure of algorithms, etc., along with the proper theoretic concepts underlining the problem. The careful use of technology as a teach ing strategy would enrich in this way the lectures and the preparations of activities by teachers. The second aim of this paper is to illustrate these considerations exhibiting an example for teachers.
Integration of Interactive Resources into the Teaching of Mathematics in Primary Education in Mexico
2011
This article reviews an interactive resource used in a national project in Mexico. The intention of its design is analyzed, as is the use to which teachers put it in math class. International research has shown that learning opportunities offered by Digital Technologies (DT) depend on the teacher’s mediation supported by knowledge of the content to be taught and its technique which, together with the characteristics of the students, permit generation of new knowledge and mathematically useful learning activities, rather than mere adaptations of paper and pencil situations. We understand technological tools as an active part of the construction of mathematical knowledge. Instruments are not mere auxiliary components or neutral elements to the teaching of mathematics; they shape student actions. Every tool generates a space for action, while at the same time posing on users certain restrictions. Such limitations make it possible for of new kinds of action to emerge. The results of thi...