Re-education trends in Mathematics Teaching
DOI:
https://doi.org/10.22458/ie.v23i34.3517Keywords:
math teaching, learning methods, education, scientific innovation, mathematicsAbstract
This scientific editorial sketches out the main criteria and the fundamental principles of the didactic methodologies in Mathematics Teaching gathered throughout my thirty years of experience working in the field as a teacher and a researcher. Developing listening skills as well as adding up to the constant notions of “sense” and “meaning” for the acquisition of mathematical knowledge along with the “sensitivity” variable among other values are vital in the function that determines the learning outcomes.
References
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Berlanger, I. & Gilbert, T. (2018). Du matériel et des activités de manipulation pour soutenir un apprentissage constructif des fractions et des opérations sur les fractions de 10 à 14 ans. Dans Actes du colloque Copirelem, Épinal (pp. 97-116). Recuperado, 10 de marzo de 2021: http://www.arpeme.fr/documents/483DBCAA341E105BFE54.pdf>.
Berta, T. & Hoffmann, M. (2020). Cooperative learning methods in mathematics education – 1.5-year experience from teachers’ perspective. Annales Mathematicae et Informaticae. 52:269-279. DOI: https://doi.org/10.33039/ami.2020.12.002
Fernández Bravo, J. A y Barbarán Sánchez, J. J. (2017). Impacto de la invención de matemáticos en la metacognición. Revista Intercontinental de Psicología y Educación, 18(1-2):157-178. https://es.scribd.com/document/349526274/Revista-Intercontinental-de-Psicologia-y-Educacion-Vol-18-num-1-2
Fernández Bravo, J. A. (2019). La sonrisa del conocimiento. Madrid: Editorial CCS.
Fernández Bravo, J. A. (2021). Geometría plana intuitiva. Madrid: Editorial CCS.
Fuentes-Cabrera, A., Parra-González, M. E., López-Belmonte, J. y Segura-Robles, A. (2020). Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study. Mathematics, 8, 1586. DOI: https://doi.org/10.3390/math8091586
Moreno-Guerrero, A., Rondón García, M., Martínez Heredia, N. y Rodríguez-García, A. (2020). Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics. Mathematics, 8:369; DOI: https://doi.org/10.3390/math8030369
Berlanger, I. & Gilbert, T. (2018). Du matériel et des activités de manipulation pour soutenir un apprentissage constructif des fractions et des opérations sur les fractions de 10 à 14 ans. Dans Actes du colloque Copirelem, Épinal (pp. 97-116). Recuperado, 10 de marzo de 2021: http://www.arpeme.fr/documents/483DBCAA341E105BFE54.pdf>.
Berta, T. & Hoffmann, M. (2020). Cooperative learning methods in mathematics education – 1.5-year experience from teachers’ perspective. Annales Mathematicae et Informaticae. 52:269-279. DOI: https://doi.org/10.33039/ami.2020.12.002
Fernández Bravo, J. A y Barbarán Sánchez, J. J. (2017). Impacto de la invención de matemáticos en la metacognición. Revista Intercontinental de Psicología y Educación, 18(1-2):157-178. https://es.scribd.com/document/349526274/Revista-Intercontinental-de-Psicologia-y-Educacion-Vol-18-num-1-2
Fernández Bravo, J. A. (2019). La sonrisa del conocimiento. Madrid: Editorial CCS.
Fernández Bravo, J. A. (2021). Geometría plana intuitiva. Madrid: Editorial CCS.
Fuentes-Cabrera, A., Parra-González, M. E., López-Belmonte, J. y Segura-Robles, A. (2020). Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study. Mathematics, 8, 1586. DOI: https://doi.org/10.3390/math8091586
Moreno-Guerrero, A., Rondón García, M., Martínez Heredia, N. y Rodríguez-García, A. (2020). Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics. Mathematics, 8:369; DOI: https://doi.org/10.3390/math8030369
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Published
2021-06-14
How to Cite
Fernández Bravo, J. A. (2021). Re-education trends in Mathematics Teaching . Innovaciones Educativas, 23(34), 194–197. https://doi.org/10.22458/ie.v23i34.3517
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