Video tutorials for strengthening mathematical reasoning in rural schools

Authors

DOI:

https://doi.org/10.15332/erdi.v11i2.2669

Keywords:

Didactic sequence, Mathematical reasoning, Meaningful learning, Rural education, Tutorial videos

Abstract

This article is based on a research work whose objective was to strengthen the competence of mathematical reasoning from spatial thinking and geometric systems in fifth grade students in an   educational center in a rural sector through didactic sequences supported by tutorial videos that helped improve performances for meaningful learning.  The approach of the project was qualitative with an action research design. As techniques were used participating observation, diagnostic tests, development of didactic sequences as evidence of student production, field diary and final test. Both diagnostic and final tests allowed to evaluate the level of performance of fifth students in the area of mathematics, specifically in spatial thinking and geometric systems, it was of great interest to know Ausubel's theory to strengthen meaningful learning and the structure proposed by Tobón for the construction of didactic sequences which helped improve performances in the area.

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Author Biography

William Alexander Rodríguez Flórez, Universidad Autónoma de Bucaramanga

Specialist in Educational Needs and Inclusion, Universidad Autónoma de Bucaramanga, Bucaramanga, Colombia.

References

Ausubel, D. (2007). Teoria del aprendizaje significativo. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 4386 LNAI, 115–129. https://doi.org/10.1007/978-3-540-74459-7_8

Barrera Mora, F., & Reyes Rodríguez, A. (2015). La teoría de Van Hiele: Niveles de pensamiento Geométrico. PÄDI Boletín Científico de Ciencias Básicas e Ingenierías Del ICBI, 3(5). https://doi.org/10.29057/icbi.v3i5.554

Diaz, Á. (2013). Guía para la elaboración de una secuencia didactica. Comunicacion de Conocimiento UNAM, 1–15. http://www.setse.org.mx/ReformaEducativa/Rumbo a la Primera Evaluación/Factores de Evaluación/Práctica Profesional/Guía-secuencias-didacticas_Angel Díaz.pdf

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Elliot, J. (2000). ¿En qué consiste la investigación-acción en la escuela? La Investigación-Acción En Educación, 4–20.

Flórez, O. R. (2010). La dimensión pedagógica Formación y Escuela Nueva en Colombia. Reviste Educación y Pedagogía, No. 14 y 1, 197–219.

MEN. (2006). Estándares Básicos de Competencias en Matemáticas. 46–95. https://doi.org/958-691-290-6

MINISTERIO DE EDUCACION NACIONAL. (2010). Pruebas Saber 3o, 5° y 9°. In Pruebas Saber. https://doi.org/S0749-8063(10)00195-7 [pii] 10.1016/j.arthro.2010.02.026

Sandin, E. (1987). La evaluación cualitativa en educación. Aldaba, 7, 47. https://doi.org/10.5944/aldaba.7.1987.19626

Sergio Tobón Tobón, J. P. J. A. G. (2010). Secuencias didacticas.pdf.

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Published

2021-12-16

How to Cite

1.
Rodríguez Flórez WA. Video tutorials for strengthening mathematical reasoning in rural schools. ESPIRAL [Internet]. 2021Dec.16 [cited 2024Dec.27];11(2):37-53. Available from: https://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2669

Issue

Vol. 11 No. 2 (2021)

Section

ITHACA: Research and Innovation Articles

License

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The authors of the articles accepted to be published, transfer proprietary rights to Espiral, Journal of Teaching and Research for the partial reproduction of the published work in electronic media (websites, indexes, directories), as long as their purposes are academic but not commercial.