Gymnasium γυμνάσιον de ecuaciones lineales

Resumen. En este documento se presenta una propuesta didáctica para estudiantes de noveno grado, orientada a profundizar en la interpretación de los métodos de solución de las ecuaciones lineales. En él, se abordan referentes histórico – epistemológicos, disciplinares y didácticos que fundamentan la propuesta didáctica, en la que se usan las herramientas TIC que ofrece el software Scientific WorkPlace, para trabajar en ambientes virtuales. Esta propuesta pretende aportar a la innovación en el proceso de enseñanza, aprendizaje y evaluación, en el aula de matemáticas, específicamente en lo concerniente a la presencialidad y la sincronía, dando lugar a la transformación de roles y de acuerdos de tiempo y lugar entre docentes y estudiantes, tanto para los momentos de ejercitación y práctica como para los de evaluación. Tiene en cuenta además, los ritmos de aprendizaje de cada estudiante, y motiva discusiones sobre dificultades y avances después de cada sesión desarrollada, hecho que permite, identificar errores y reorientar la práctica en el aula. Con esto, la práctica docente presencial estará orientada a la solución de problemas conceptuales y procedimentales, luego de los momentos de ejercitación de los estudiantes dentro de la modalidad de “Clase Invertida”.Abstract: This paper presents a didactic proposal for ninth grade students aimed to the deepening in the interpretation of the solution methods of linear equations. In it, historical, epistemological, disciplinary and teaching references are addressed to support the didactic proposal in which ICT tools, offered by Scientific Workplace, are used to work in virtual environments. The following proposal is intended to contribute to the innovation in the teaching and assessment process in the mathematics classroom, specifically concerning face-to-face class and synchrony, leading to the transformation of roles, time and place agreements between teachers and students in exercising, practicing and assessing moments as well. It also bears in mind the learning rhythm of each learner and encourages discussions of the difficulties and progress after every session developed, which allows to identify errors and redirect the teaching practice. Hence, face to face teaching practice will be addressed towards the solving of conceptual and procedural problems after the students´ exercising moments in the modality of “Flipped class”.Maestrí

Enabling peer-to-peer remote experimentation in distributed online remote laboratories

Remote Access Laboratories (RALs) are online platforms that allow human user interaction with physical instruments over the Internet. Usually RALs follow a client-server paradigm. Dedicated providers create and maintain experiments and corresponding educational content. In contrast, this dissertation focuses on a Peer-to-Peer (P2P) service model for RALs where users are encouraged to host experiments at their location. This approach can be seen as an example of an Internet of Things (IoT) system. A set of smart devices work together providing a cyber-physical interface for users to run experiments remotely via the Internet. The majority of traditional RAL learning activities focus on undergraduate education where hands-on experience such as building experiments, is not a major focus. In contrast this work is motivated by the need to improve Science, Technology, Engineering and Mathematics (STEM) education for school-aged children. Here physically constructing experiments forms a substantial part of the learning experience. In the proposed approach, experiments can be designed with relatively simple components such as LEGO Mindstorms or Arduinos. The user interface can be programed using SNAP!, a graphical programming tool. While the motivation for the work is educational in nature, this thesis focuses on the technical details of experiment control in an opportunistic distributed environment. P2P RAL aims to enable any two random participants in the system - one in the role of maker creating and hosting an experiment and one in the role of learner using the experiment - to establish a communication session during which the learner runs the remote experiment through the Internet without requiring a centralized experiment or service provider. The makers need to have support to create the experiment according to a common web based programing interface. Thus, the P2P approach of RALs requires an architecture that provides a set of heterogeneous tools which can be used by makers to create a wide variety of experiments. The core contribution of this dissertation is an automaton-based model (twin finite state automata) of the controller units and the controller interface of an experiment. This enables the creation of experiments based on a common platform, both in terms of software and hardware. This architecture enables further development of algorithms for evaluating and supporting the performance of users which is demonstrated through a number of algorithms. It can also ensure the safety of instruments with intelligent tools. The proposed network architecture for P2P RALs is designed to minimise latency to improve user satisfaction and learning experience. As experiment availability is limited for this approach of RALs, novel scheduling strategies are proposed. Each of these contributions has been validated through either simulations, e.g. in case of network architecture and scheduling, or test-bed implementations, in case of the intelligent tools. Three example experiments are discussed along with users' feedback on their experience of creating an experiment and using others’ experimental setup. The focus of the thesis is mainly on the design and hosting of experiments and ensuring user accessibility to them. The main contributions of this thesis are in regards to machine learning and data mining techniques applied to IoT systems in order to realize the P2P RALs system. This research has shown that a P2P architecture of RALs can provide a wide variety of experimental setups in a modular environment with high scalability. It can potentially enhance the user-learning experience while aiding the makers of experiments. It presents new aspects of learning analytics mechanisms to monitor and support users while running experiments, thus lending itself to further research. The proposed mathematical models are also applicable to other Internet of Things applications

Secondary School Needs in Remote Experimentation and Instrumentation

The education in applied sciences, engineering, and technologies is one of the Key Competences for Lifelong Learning (2006/962/EC) and priority areas in the educational strategy in EU countries. It directly effects the industrial development. Recent surveys show that the occupational structure of EU employment of the engineering sector tends to shift towards knowledge- and skills-intensive jobs from 27.3%(2007) to 32.4%(2020) (CEDEFOP, Skills supply and demand in Europe. Medium-term forecast up to 2020 (2010)). Therefore, contemporary industry demands well-educated STEM (Science, Technology, Engineering and Mathematics) graduates. Since studentsâ?? motivation to learn depends upon the knowledge and skills of the teachers, teachers should have access to high quality and real-life-based resources to build their competence, to support studentâ??s improvement, to familiarize with up-to-date research, development and industrial needs in STEM. This paper presents the study results on secondary school needs in development of remote experimentation and ICT competences in several EU countries. The survey was executed in frame of the project â??OLAREX: Open learning approach with remote experimentsâ? supported by EU Lifelong Learning Programme