The main objective of this study was to evaluate the effects of the introduction of educational videogames into the classroom, on learning, motivation, and classroom dynamics. These effects were studied using a sample of 1274 students from economically disadvantaged schools in Chile. The videogames were specifically designed to address the educational goals of the first and second years of school, for basic mathematics and reading comprehension. The sample was divided into experimental groups (EG), internal control groups (IC) and external control groups (EC). Students in the EG groups, used the experimental video games during an average of 30 h over a 3-month period. They were evaluated on their acquisition of reading comprehension, spelling, and mathematical skills, and on their motivation to use video games. Teachers' expectations of change due to the use of video games, their technological transfer, and handling of classroom dynamics, were assessed through ad hoc tests and classroom observations. The results show significant differences between the EG and IC groups in relation to the EC group in Math, Reading Comprehension and Spelling, but no significant differences in these aspects were found between the EG and the IC groups. Teacher reports and classroom observations confirm an improvement in motivation to learn, and a positive technological transfer of the experimental tool. Although further studies regarding the effects of learning through videogame use are imperative, positive effects on motivation and classroom dynamics, indicate that the introduction of educational video games can be a useful tool in promoting learning within the classroom.

/pdf/beyond-nintendo-design-and-assessment-of-educational-video-41rgitg40s.pdf

Beyond Nintendo: design and assessment of educational video games for first and second grade students

In this paper we synthesise the theoretical model about mathematical cognition and instruction that we have been developing in the past years, which provides conceptual and methodological tools to pose and deal with research problems in mathematics education. Following Steiner's Theory of Mathematics Education Programme, this theoretical framework is based on elements taken from diverse disciplines such as anthropology, semiotics and ecology. We also assume complementary elements from different theoretical models used in mathematics education to develop a unified approach to didactic phenomena that takes into account their epistemological, cognitive, socio cultural and instructional dimensions.

The Onto-Semiotic Approach to Research in Mathematics

In this paper we synthesize the theoretical model about mathematical cognition and instruction that we have been developing in the past years, which provides conceptual and methodological tools to pose and deal with research problems in mathematics education. Following Steiner’s Theory of Mathematics Education Programme, this theoretical framework is based on elements taken from diverse disciplines such as anthropology, semiotics and ecology. We also assume complementary elements from different theoretical models used in mathematics education to develop a unified approach to didactic phenomena that takes into account their epistemological, cognitive, socio cultural and instructional dimensions.

/pdf/the-onto-semiotic-approach-to-research-in-mathematics-2ra79377yt.pdf

The onto-semiotic approach to research in mathematics education

The paper describes the principles underlying situated cognition linked to the Vygotskian sociocultural perspective, which state that situated cognition is both a part and the result of activity, context and culture. It highlights the importance of mediation, the joint construction of meaning and the mechanism of adapted assistance. There are examples of instructional approaches which vary in cultural relevance and the type of social activity they elicit. It also presents a number of meaningful learning strategies based on situated experiential teaching (authentic problem solving, learning while in service, case studies, projects, situated simulation, among others). Finally, the paper deals with the potentiality of empowerment.

/pdf/cognicion-situada-y-estrategias-para-el-aprendizaje-4nn352c2ky.pdf

Cognición situada y estrategias para el aprendizaje significativo

Este trabajo constituye una reflexion sobre la investigacion del discurso de aula y su contribucion al conocimiento de los procesos de aprendizaje de las ciencias. Se trata con mas detalle una parte de estos estudios, los que analizan el razonamiento argumentativo del alumnado, con ejemplos tomados del proyecto RODA (razonamiento, discusion, argumentacion), llevado a cabo en la Universidad de Santiago de Compostela desde 1994, y se presentan otras dimensiones del discurso de aula estudiadas en el proyecto, como las operaciones epistemicas y la cultura escolar. Se discuten algunas implicaciones para la investigacion en didactica de ciencias.

Lev S. Vygotskii

Papers

El desarrollo de los procesos psicológicos superiores

La imaginación y el arte en la infancia

Psicología del arte

Teoría de las emociones: estudio histórico-psicológico

Pensament i llenguatge