102 research outputs found

    Active Methodologies for the Promotion of Mathematical Learning

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    In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages

    Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education

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    Hands-on science. Rethinking STEAM education in times of uncertainty

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    After over two years of major constraints imposed by the COVID pandemic, the education world is still trying to find ways to adapt in order to keep providing, in an effective way, its crucial contribution to the world’ development our societies need and expect

    Матеріали VI Міжнародного семінару з професійної перепідготовки та навчання впродовж життя з використанням ІКТ: Особистісно-орієнтований підхід (3L-Person 2021), який відбувся одночасно з 17-ю Міжнародною конференцією "ІКТ в освіті, науці та промисловості

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    Proceedings of the VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2021) co-located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), Kherson, Ukraine, October 1, 2021.Матеріали VI Міжнародного семінару з професійної перепідготовки та навчання впродовж життя з використанням ІКТ: Особистісно-орієнтований підхід (3L-Person 2021), який відбувся одночасно з 17-ю Міжнародною конференцією "ІКТ в освіті, наукових дослідженнях та промисловому застосуванні": Інтеграція, гармонізація та передача знань (ICTERI 2021), м. Херсон, Україна, 1 жовтня 2021 р

    Challenges for engineering students working with authentic complex problems

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    Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting

    The Increasing Necessity of Skills Diversity in Team Teaching

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