The vast number of online educational videos available at the moment has generated an emerging area of research concerning their level of suitability. This study considers the epistemic quality of ...

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Online educational videos according to specific didactics: the case of mathematics / Los Vídeos educativos en línea desde las didácticas específicas: el caso de las matemáticas

This article presents the results of a comparative study regarding the impact and contribution of two instructional approaches to formal and informal mathematical reasoning with two groups of Spanish students, aged four and five. Data indicated that for both age groups, children under the ABN method [Open Algorithm Based on Numbers (ABN)] (n = 147) achieved better results than the group under the CBC approach (Closed Algorithms Based on Ciphers) (n = 82), which is the widespread approach in Spanish schools to teach formal and informal mathematical reasoning. Furthermore, the comparative analyses showed that the effect is higher in the group of students who received more instruction on skills considered domain-specific predictors of later arithmetic performance. Statistically significant differences were found in 9 of the 10 dimensions evaluated by TEMA-3 (p < 0.01), as well as on estimation tasks in the number-line for the 5-year-old-group. However, the 4-year-old group only presented significant results in calculation and concepts tasks about informal mathematical reasoning. We discuss that these differences arise by differential exposure to specific number-sense tasks, since the groups proved to be equivalent in terms of receptive vocabulary, processing speed, and working memory. The educational consequences of these results were also analyzed.

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The Open Algorithm Based on Numbers (ABN) Method: An Effective Instructional Approach to Domain-Specific Precursors of Arithmetic Development.

The aim of this study is to validate an instrument to evaluate the teaching of mathematics through mathematical processes using a structural equation model. To that end, we have administered the instrument to 95 in-service Spanish teachers and we have also analysed the presence of mathematical processes (problem solving, reasoning and proof, communication, connections and representation) in teaching practice. The descriptive statistics obtained through a quantitative study show that all the items perform similarly in each of the processes, obtaining medium to high scores. A change in this trend is only detected in some of the items of the mathematical process “connections”, which measure if mathematical knowledge is related to other disciplines. The results obtained from the exploratory factor analysis show a high coefficient for all the processes (higher than 0.72), as well as a significant p value, and the results obtained from the confirmatory factor analysis show an internal consistency of the items of each construct, with values greater than 0.8.

Validating an Instrument to Evaluate the Teaching of Mathematics Through Processes

En este articulo se analizan las conexiones matematicas de tipo conceptual que realizan 24 estudiantes de 4 anos y su evolucion a lo largo de un curso academico. Para tal fin, se han recopilado de forma sistematica las actividades realizadas por los y las estudiantes en las que se han producido conexiones de conceptos matematicos para, posteriormente, analizarlas tanto cualitativa como cuantitativamente. Los resultados indican que: 1)en todas las actividades se han observado distintos tipos de conexiones entre conceptos que han permitido establecer el siguiente itinerario de aprendizaje: identificaciones y discriminaciones, relaciones, operadores, iniciacion a la representacion grafica y, finalmente, acercamiento al lenguaje matematico; 2) se produce una evolucion positiva de las conexiones conceptuales a lo largo del curso, tanto en relacion al numero de dias dedicados a trabajar conexiones entre conceptos matematicos como en relacion al numero de ninos y ninas que resuelven correctamente las actividades propuestas. A partir de estos resultados, se concluye que es necesario trabajar progresivamente las conexiones conceptuales en el aula de Educacion Infantil, facilitando la comprension profunda de los conceptos matematicos trabajados.

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Conexiones matemáticas de tipo conceptual en niños de 4 años

In this paper, we describe and analyze the results of an Action-Research teaching experience concerning compound proportional situations, which involved students in 7th and 8th grades. The teaching proposal is developed according to the analysis of didactic objects and the problems of the traditional teaching practice. This piece of research had been carried out over four academic years. Two cycles of Action-Research were completed during this period. The wide sample, with about 120 students involved in each cycle, and the variety of information collection tools used during the action phase, allow us to reach strong conclusions on the feasibility, strengths and improvable aspects of the teaching proposal.

https://ensciencias.uab.es/article/download/v37-n2-martinez-munoz-oller/2603-pdf-es

Una experiencia de investigación-acción para la enseñanza de la proporcionalidad compuesta

La construccion de un cerebro conectivo comienza en las edades mas tempranas del desarrollo humano. Sin embargo, el conocimiento que ya se tiene sobre los cerebros individual y colectivo apenas se ha incorporado en el desarrollo del pensamiento matematico en Educacion Infantil, donde comienzan a gestarse elementos clave para tomar decisiones, resolver problemas de la vida cotidiana, tratar con datos y comprender el entorno. Desde esta perspectiva la presente investigacion marca como objetivo general analizar el proceso de ensenanza-aprendizaje de las matematicas en Educacion Infantil a partir del conexionismo, considerando como objetivos especificos, por un lado, determinar las caracteristicas de una practica matematica que promueva las conexiones y, por otro lado, identificar los distintos tipos de conexiones matematicas para fomentar la inteligencia conectiva. La investigacion se lleva a cabo a lo largo de dos anos consecutivos bajo un paradigma interpretativo con un enfoque metodologico basado en el uso combinado de Investigacion-Accion y Teoria Fundamentada. Los resultados han permitido concretar un prototipo de actividad o conjunto de actividades que, en forma de secuencia didactica, promueve tres tipos de conexiones matematicas para desarrollar la inteligencia conectiva en Educacion Infantil: conceptuales, que producen nexos entre contenidos matematicos diversos; docentes, que vinculan diversos conceptos matematicos a traves de una metodologia activa y de vivenciar las experiencias matematicas con otras materias; y practicas, que relacionan las matematicas con el entorno.

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Inteligencia conectiva para la educación matemática infantil

The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision- making, problem -solving, data- processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the specific objectives being, on the one hand, to determine the features of mathematics practices which promote connections and, on the other hand, to identify different types of mathematics connections to enhance connective intelligence. The research was carried out over two consecutive academic years under an interpretative paradigm with a methodological approach combining Action Research and Grounded Theory. The results obtained allow the characterization of a prototype of a didactic sequence that promotes three types of mathematics connections for the development of connective intelligence in young children: conceptual, giving rise to links between mathematics concepts, teaching, linking mathematics concepts through an active methodology, and practical ones connecting maths with the environment.

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María-Luisa Novo

Papers

Inteligencia conectiva para la educación matemática infantil

Connective Intelligence for Childhood Mathematics Education.