HUM613 - Artículoshttps://hdl.handle.net/10481/150172024-03-28T09:06:06Z2024-03-28T09:06:06ZEncouraging a Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education TeachersMartín Gámez, CarolinaFernández Oliveras, Aliciahttps://hdl.handle.net/10481/876892024-01-30T18:58:09ZEncouraging a Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education Teachers
Martín Gámez, Carolina; Fernández Oliveras, Alicia
Gender bias in science should be made visible to the pre-service teachers and those pre-service teachers should be given tools to implicitly counter that gender bias. One way to do this may be by simply including more female scientists together with male scientists in the teaching approaches, rather than the norm of predominantly including males. This work describes and evaluates a learning experience in which the aim was to encourage pre-service early childhood education teachers to consider aspects of gender in science education and to begin acquiring the skills needed to design teaching strategies that promote these aspects. Participants were 56 pre-service teachers whose task was to design workshops on science topics in which women scientists have made key contributions. At the outset, some of the participants showed little inclination to consider aspects of gender in the science classroom, and others did not contemplate that science and gender could be addressed in an integrated way. It was also apparent that the pre-service teachers lacked the skills needed to design activities that encompassed both scientific content and aspects of gender. Overall, the subsequent learning experience appears to have had a positive impact, although we suggest certain refinements that could lead to more satisfactory outcomes.
Aplicación de un Instrumento para Valorar la Idoneidad Didáctica Etnomatemática a una Propuesta de Enseñanza-Aprendizaje sobre Patrones de Medida No ConvencionalesFernández Oliveras, AliciaBlanco-Álvarez, HilbertOliveras Contreras, María Luisahttps://hdl.handle.net/10481/876422024-01-30T11:29:27ZAplicación de un Instrumento para Valorar la Idoneidad Didáctica Etnomatemática a una Propuesta de Enseñanza-Aprendizaje sobre Patrones de Medida No Convencionales
Fernández Oliveras, Alicia; Blanco-Álvarez, Hilbert; Oliveras Contreras, María Luisa
Este estudio establece relaciones entre el Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemática (EOS) y la Etnomatemática y aplica un instrumento diseñado para que los profesores puedan valorar la idoneidad didáctica de sus actuaciones desde una perspectiva etnomatemática. El trabajo forma parte de la línea de investigación en conexión de modelos o teorías compatibles para el avance de la investigación educativa. Analizamos la estructura y objetivos del EOS y de la Etnomatemática, con fundamento en la teoría de Wittgenstein, proponemos semejanzas de familia y establecemos relaciones entre ambos sistemas, a la luz de teorías socio-epistémicas posmodernistas. Aplicamos los indicadores de idoneidad didáctica del EOS adaptados a la perspectiva Etnomatemática ampliando su alcance, al incorporar componentes e indicadores etnomatemáticos, probando un instrumento capaz de recoger la importancia del contexto y la sensibilidad hacia diversas culturas en las propuestas de enseñanza-aprendizaje de matemáticas y ciencias experimentales. Mostramos la operatividad del instrumento mediante su aplicación a la valoración de una propuesta sobre patrones de medida no convencionales, implementada con estudiantes afrodescendientes de educación primaria, en una institución educativa pública del municipio de Tumaco, en Colombia. El cumplimiento de los indicadores es alto, con una idoneidad ecológica óptima destacada y una idoneidad epistémica que es mejorable. Respecto a los requerimientos etnomatemáticos que consideran las condiciones culturales contextuales, se encuentra un nivel didáctico alto. Recuperar unidades de medida ancestrales de comunidades constituye una forma inmejorable de contextualizar las matemáticas y las ciencias experimentales en cualquier aula, desarrollando una educación intercultural.; This study establishes relationships between the Ontosemiotic Approach to Mathematical Knowledge and Instruction (EOS) and Ethnomathematics and applies an instrument designed for teachers to assess didactic suitability of their performance from an ethnomathematical perspective. The work is part of the line of research in connection with models or compatible theories for the advancement of educational research. We analyze the structural description and objectives of EOS and Ethnomathematics, using Wittgenstein's theory as a foundation, we propose family similarities and establish relationships between them, taking postmodernist socio-epistemic theories. We apply the EOS didactic suitability indicators adapted to the Ethnomathematical perspective, expanding their scope by incorporating ethnomathematical components and indicators, testing an instrument capable of collecting the importance of context and sensitivity towards different cultures in teaching-learning proposals of mathematics and experimental science. We show the use of the instrument by its application to the assessment of a proposal on unconventional measurement patterns, implemented with Afro-descendant students of primary education in a public educational institution in the municipality of Tumaco, in Colombia. Compliance with the indicators is high, with outstanding optimal ecological suitability and epistemic suitability that can be improved. Regarding the ethnomathematical requirements that consider the contextual cultural conditions, there is a high didactic level. Recovering ancestral units of measurement from communities is an excellent way to contextualize mathematics and experimental science in any classroom, developing an intercultural education.
Operaciones y destrezas implicadas en la toma de decisiones sobre una problemática energética, identificadas por maestros en formación inicialDíaz Moreno, NairaCrujeiras Pérez, BeatrizMartín Gámez, CarolinaFernández Oliveras, Aliciahttps://hdl.handle.net/10481/875632024-01-30T09:33:40ZOperaciones y destrezas implicadas en la toma de decisiones sobre una problemática energética, identificadas por maestros en formación inicial
Díaz Moreno, Naira; Crujeiras Pérez, Beatriz; Martín Gámez, Carolina; Fernández Oliveras, Alicia
Con este trabajo se pretende dar a conocer las concepciones preliminares de maestros en formación
inicial acerca de las operaciones y destrezas necesarias para tomar decisiones sobre una problemática
sociocientífica relacionada con la energía eléctrica. Los participantes son 72 estudiantes universitarios de
Educación Primaria matriculados en una asignatura semestral de Didáctica de las Ciencias Experimentales. Los
resultados revelan las dificultades de los maestros en formación para identificar destrezas requeridas en la toma
de decisiones, tales como las comunicativas (e. j. puesta en común de resultados) o las de investigación (e. j.
formulación de cuestiones que permitan obtener la información deseada). Por otro lado, en el proceso de toma
de decisiones, son escasos los participantes que establecen alguna operación relacionada con la evaluación de las
decisiones tomadas. Además, los participantes conciben el proceso para resolver el problema sociocientífico
como cerrado, no sujeto a revisión. De los resultados se extrae la necesidad de abordar estas cuestiones en
conjunto con la Naturaleza de la Ciencia, con el propósito de mejorar las concepciones y desempeños de los
participantes en los procesos de toma de decisiones.; This paper seeks to examine pre-service teachers’ preliminary conceptions about the operations and
skills involved in decision-making processes, in particular those related to a socioscientific issue about electrical
energy. The participants are 72 pre-service Primary Teachers enrolled in a semester course of Science Education.
The data collected include the individual participants’ responses to two written open questions. The results reveal
the difficulties of pre-service teachers to identify the skills involved in decision-making, such as those associated
to both communicative aspects (e.g. persuasion) and investigative ones (e.g. data analysis). Regarding the
operations, there are few participants who propose operations related to the evaluation of the decisions made.
Moreover, participants conceive a closed, not subject to revision, process for solving the socioscientific issue. In
light of the results, there is a need of addressing decision-making processes together with Nature of Science
aspects in order to improve participants’ conceptions and performances about decision-making processes.
Games as STEAM learning enhancers. Application of traditional Jamaican games in Early Childhood and Primary Intercultural EducationEspigares-Gámez, María JoséFernández Oliveras, AliciaOliveras Contreras, María Luisahttps://hdl.handle.net/10481/875152024-01-29T13:03:42ZGames as STEAM learning enhancers. Application of traditional Jamaican games in Early Childhood and Primary Intercultural Education
Espigares-Gámez, María José; Fernández Oliveras, Alicia; Oliveras Contreras, María Luisa
Background: Despite its social importance, the learning associated with STEAM thinking
(science, technology, engineering, arts, and mathematics) we consider is not fully developed in
classrooms. Objectives: This research proposes to promote STEAM skills through game-based
learning.. Design: These were used to design an integrated educational proposal, called the Micro
Play Project (MPL), following the principles of game-based learning and an intercultural approach
focused on Ethnomathematics. Setting and Participants: This MPL was implemented in a Spanish
school with small groups of students from Pre-school and Primary Education, dedicating three
sessions to each of the four games, which were recorded on video. Data collection and analysis:
Studying the Jamaican culture, we discovered that the game is a relevant cultural sign in Jamaica,
we compiled and analyzed its traditional games, generating a catalog, from which we selected four
games, for their potential to develop STEAM learning at school .Qualitative-interpretive research
was carried out through a case study and content analysis, using a proprietary tool. Results: they
are diverse skills, artistic, scientific and mathematical manifested when playing, such as: musical
sense, detection of similarities, ability to turn, identification of shapes, estimation of distances,
formulation of hypotheses and establishment of relationships by criteria, which have confirmed the
didactic potential of these games, in an environment of ethnomathematical intercultural education.
Conclusions: The validity of the MPL as a didactic method to develop STEAM learning is deduced
from the results. We hope to strengthen and spread this method by making new elaborations and
applications of MPL.; Antecedentes: Pese a su importancia social, los aprendizajes asociados al pensamiento
STEAM (science, technology, engineering, arts, and mathematics) consideramos no se desarrollan
integradamente en las aulas suficientemente. Objetivos: Esta investigación propone favorecer las
destrezas STEAM mediante el aprendizaje basado en juegos.. Diseño: Estos fueron utilizados para
diseñar una propuesta educativa integrada, denominada Micro Proyecto Lúdico (MPL), siguiendo los
principios del aprendizaje basado en juegos y un enfoque intercultural centrado en Etnomatemáticas.
Entorno y Participantes: Este MPL se implementó en un centro escolar español con pequeños
grupos de estudiantes de Educación Infantil y Primaria, dedicando tres sesiones a cada uno de los
cuatro juegos, que fueron grabadas en vídeo. Datos recopilados y análisis: Estudiando la cultura
jamaicana, descubrimos que el juego es un signo cultural relevante en Jamaica, recopilamos
y analizamos sus juegos tradicionales, generando un catálogo, del cual seleccionamos cuatro
juegos, por sus potencialidades para desarrollar en la escuela aprendizajes STEAM. Se realizó
investigación cualitativa-interpretativa mediante un estudio de casos y análisis de contenido,
empleando una herramienta propia. Resultados: son diversas destrezas, artísticas, científicas y
matemáticas manifestadas al jugar, cómo: sentido musical, detección de semejanzas, capacidad de
giro, identificación de formas, estimación de distancias, formulación de hipótesis y establecimiento
de relaciones por criterios, que han confirmado el potencial didáctico de estos juegos, en un entorno
de educación intercultural etnomatemática. Conclusiones: Se deduce de los resultados la validez
del MPL como método didáctico para desarrollar aprendizajes STEAM. Esperamos afianzar y
difundir este método realizando nuevas elaboraciones y aplicaciones de MPL.
Approaching Euclidean proofs through explorations with manipulative and digital artifactsValori, GiovannaGiacomone, BelénAlbanese, VeronicaAdamuz-Povedano, Natividadhttps://hdl.handle.net/10481/862932023-12-18T10:37:13ZApproaching Euclidean proofs through explorations with manipulative and digital artifacts
Valori, Giovanna; Giacomone, Belén; Albanese, Veronica; Adamuz-Povedano, Natividad
The combined use of origami and dynamic geometry software has
recently appeared in mathematics education to enrich students’
geometric thinking. The objective of this research is to study the
roles played by the interaction of two artifacts, paper folding and
GeoGebra, in a construction-proving problem as well as its generalization
in the Euclidean geometry context. For this, we designed and
implemented two mathematical tasks with 52 secondary education
students (15–16 years old, 10th grade) during the COVID-19 emergency
lockdown period in Italy. The tasks involved four phases: constructing,
exploring, conjecturing, and proving. This article presents
an epistemic analysis of the tasks and a cognitive analysis of the
answers given by one of the students. The theoretical tools of the
onto-semiotic approach supported these analyses. Cognitive analysis
allows us to confront the intended meanings of the task and
the meanings actually employed by a student, thus drawing specific
conclusions about the roles of such artifacts in written arguments
and give an interpretation of their combined use in mathematics
education.