Mathematical Thinking And Learning Journal – Ana María Sandoval Poveda Universidad Estatal a Distancia, Costa Rica Randall Blanco Instituto Tecnológico de Costa Rica (ITCR), Costa Rica
This article is part of the research topic Open Education for Sustainable Development: The Contribution of Rapid Technologies and Innovation in Education View all 11 articles
Mathematical Thinking And Learning Journal
In this article we show how to facilitate the development of mathematical skills using advanced 3D visualization tools and an online, project-based learning environment. Introducing the “Lumen” program, it is an ad-hoc solution, designed and developed for the presentation and integration of digital surfaces in 3D, based on their symmetry. Many activities were organized with the help of Lumen, to measure the learning interest and problem solving skills of the students, finding that the learning interest of 43% was observed for 242 students in the analysis of the tests before and after the activity of seen. monitored, while interest in learning increased by 30% was observed for 210 students in the analysis of the observed activity. Based on this analysis, we propose that although distance learning in the context of the COVID-19 epidemic creates difficult problems for students and teachers, the use of ad-hoc technology is an important resource that supports the definition of the learning process, as it shifts the focus to skill development through intensive learning.
Promoting Student Reflection To Improve Mathematics Learning
Mathematical skills are important in various areas of life, so it is necessary to develop them in students, because they are the necessary basis to develop other things. An example of a skill is the visualization skills needed in different fields of knowledge such as drawing (Suh and Cho, 2020), art (Pérez-Fabello et al., 2018) and engineering (Buentello-Montoya et al., 2021) . Research conducted as in LeBow et al. (2018), Medina Herrera et al. (2019), Casey and Ganley (2021) and Johnson et al. (2022) explore different topics such as gender characteristics, school level, subject matter used or instructional technology. On the other hand, research shows the continuous search for materials and methods that can motivate and inspire students to learn mathematics in order to create a more effective teaching method (Xiao et al., 2018; Trujillo-Torres et al., 2020; Hagen et al., 2022). Gaming and entertainment systems have drawn attention to electronic devices and game-like environments. Using a visual environment is empowering and can also be used to develop important skills such as math, problem solving and critical thinking. In addition, this type of environment would be a useful tool, for teachers and students, in distance learning-based courses that had to be implemented during the recent pandemic. In this paper, we present the implementation of a personalized learning environment designed to assist learning courses in the development of visual skills and mathematical skills in university students. Also, we show the adequacy of the pre-test and post-test.
• The section “Mathematical competence and effective learning” describes the characteristics of the mathematical learning environment and the need for information during learning.
• The chapter “Technological learning environments and the development of mathematical competences” introduces the use of technology to support learning and the presentation of Lumen software.
In recent years, universities have made educational innovations to improve student engagement (Denham et al., 2021; Mainali, 2021). By getting to the bottom of complex concepts, quality learning means that knowledge can be applied and applied in a variety of situations. While traditional mathematics education focuses on the transfer of mathematical knowledge and concepts through repetition and memorization, in the last century, teaching models that emphasize methods based on explanations, processes and problems have increased the quality (Algani, 2019). Quality learning is related to learning, which is constructive, voluntary and authentic (Koskinen and Pitkäniemi, 2022). Effective learning occurs when students build the knowledge and cognitive processes needed to solve a problem-solving task. Another important characteristic of a quality education is that it is adaptable and transferable to real professional life. Fink (2013) presents a taxonomy of the different ways in which learning can be useful that includes six types of learning: (1) Basic knowledge, which is responsible for providing the basic understanding needed for forms of other learning. (2) Requirements to allow other types of learning to be beneficial. (3) Integration, when students can see and understand the connections between different things. (4) Human comparison, when students learn something important about themselves and/or others, helps them communicate better with themselves or others. (5) Attention, when students care about something, then they have the energy they need to learn more about it and apply it to their lives. (6) Learning the learning process, this happens when students learn something related to the learning process itself.
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Effective learning in mathematics is closely related to the development of eight main skills that can be divided into two groups: The first group of skills is the ability to ask and answer questions with numbers: mathematical reasoning, self-concept and problem solving mathematical problems. mathematical modeling and think about mathematics. Another set of skills is working with the ability to handle and manage mathematical expressions and tools: representing numbers, using numerical symbols and formulas, communicating, with, with calculations and using aids and tools. Competency-based learning emphasizes process, rather than outcomes (Niss et al., 2016; Niss and Højgaard, 2019; Dunagan and Larson, 2021). Figure 1 shows the relationship between quality learning and the development of mathematical skills.
The competence approach aims to change the role of the learner in the learning process by encouraging the exchange of ideas and experiences with their peers, helping them build transferable skills in everyday situations and situations.
Learning environments have been shown to be the best places to develop mathematical skills. Medina Herrera etc. (2019) show that using augmented reality, virtual reality and 3D printing, students can develop visualization and problem-solving skills. This environment is also good for using important methods such as problem-based learning, projects and games, whose achievements in developing mathematical skills are well known (Huesca Juárez and Medina Herrera, 2019; Medina Herrera, 2020; Medina Herrera et al., 2020).
Learning activities with the use of visual environments enable students to develop their visual and visual skills by allowing them to observe and use spaces in space and solve problems related to these figures. Individual and student-led groups, which we will explain later, require students to think and reason, model, and argue about each step they take in finding a solution to a problem. Communication with group members and the teacher and the use of figurative language are present in the activity section.
Pdf) Lumat Special Issue 2022: Mathematical Thinking And Understanding In Learning Of Mathematics Preschoolers’ Ways Of Experiencing Numbers
The Lumen program (Learning in Unified Mathematics) is a mathematical tool whose purpose is to compare the relationships of geometric shapes in 3D with quadratic equations, showing, in real time, that changes in the parameters of the equations cause changes in geometry and topology. of their three structure. Initially, Lumen was designed as a Learning Technology environment, bundled with software tools to provide functionality for: remote and local multi-user applications, VR, AR and 3D printing for PC, iOS and Android. The authors’ goal is to develop a unified tool that provides this function at the same time, because there are different options that provide this function, but in different programs that are not designed to share the data structure. The authors believe that this type of embedded device will be able to provide a better learning experience.
Developed by the authors as part of the Novus project, using the Unity video game software, the original functionality of the Lumen software included many useful functions when using the cloud for various applications: desktop, mobile (iOS and Android), tablet (iOS and Android) , VR (Oculus Go), AR (iOS and Android) and 3D printing. Since Lumen’s development started from 2018 to 2020, its performance had to adapt to the development restrictions imposed by the pandemic. The final performance test and math operations described in the “Math operations using Lumen” section are set to:
To help explain the overall Lumen software architecture, Figure 2 shows the main software components that provide the functionality described below.
Cameras, axes, register manager and interface controls are codebases designed to manage and display the user experience of visual effects during programming: user perspective, orientation and zoom levels, 3D axes and screen sizes, event events , 3D visibility and menus to work together (Figure 3).
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• Solve the quadratic equation, either by entering each factor manually or by choosing one of the 17 exponents and viewing its graph.
• Add, delete, or update one or all of the displayed features. Lumen supports up to 10 formats simultaneously.
• Export the selected format to a file. Lumen support
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