New literacies and social practices in mathematics learning

NEW LITERACIES AND SOCIAL PRACTICES IN MATHEMATICS LEARNING WITH DIGITAL TECHNOLOGIES: A SOCIO CULTURAL

PERPESCTIVE RESEARCH

Hugo Moreno [email protected]

CIIDET, México

Rodolfo Alcántara [email protected]

ITESJI, México

Introduction

This paper presents a researchon the perception ofengineering students about thecauses of their low schoolachievement in mathematics,and how a virtual space can beused for learning the topics.

EVOLUTION OF TECHNOLOGICAL DEVICES IN

MATHEMATICS

PASCAL CALCULATOR

BABBAGE CALCULATOR

MULTIPLICADORA DE LEIBNIZ

Other

manual machines Power ,

Computers

electromechanical,

analog , digital , etc.

ÁBACO QUIPU YUPANA

SLIDE RULE

LEARNING AND TECHNOLOGICAL CHANGES

BEFORE CURRENT TIME

Thesis statement

The most common difficulties presented by the students areundestanding, assimilation, interpretation and aplication tospecific situations of knowldge on different topics ofmathematics, for example differential calculus

METHODOLOGY

To improve the learning of the students in mathematics andfacilitate the professor the promotion of appropriation of knowledge,two causes that favor or hinder the learning of mathematics areconsidered:

ASPECTS RELATED TO THE PROFESSOR

• Academic profile.• Beliefs.• Attitudes in the

classroom.

ASPECTS RELATED TO THE STUDENTS

• The transition from one level ofeducation to another.

• The lack of good oral andwritten communication.

• Low level of prior knowledgeand mathematical intuition.

• The social , cultural andeconomic aspects.

ITEMS

In order to investigate from the perspective ofstudents what factors affect the reprobation of thesubject of differential calculus in first semester atthe Instituto Tecnologico de Estudios Superioresde Jilotepec, thirty items were used. Twenty itemsclosed type with a Likert scale of five anchorpoints, and an item type open response.

Facilitating the task(items 2, 3 , 7, 8 , 9, 10 , 17, 29 )

Jurisdiction of teacher(items 18 , 19)

Bias teacher (items 11, 12 )

Student Interest (items 4, 5 , 6 , 22)

Effort by the student (items 13 , 20, 27 , 28)

Capacity and preparation (items 1, 14, 15, 16, 21, 23 , 26)

Economic situation (item24)

Food (item 25)

LIKERT SCALE

The options on the Likertscale for success of thecourse DifferentialCalculus are:

5 4 3 2 1

Excelent Good Regular Bad Very bad

LIKERT SCALE

In case of failure the scale used is:

5 4 3 2 1

Always Veryfrequently

Occassionally

Veryrarely

Never

Descriptive Table 1. Information on the questionnaire related to the causes ofsuccess or failure in Differential Calculus

DATA ANALYSIS

In general, except for the questions of economicsituation and food, we should take actions to tendto mean as close as possible to 5 and decreasethe values of standard deviations, which canrange from training of teachers, including the useof techniques and strategies for the student tolearn, starting with the design of learningactivities involving the use of IT.

SUGGESTIONS FOR TEACHING

MATHEMATICS

Appropriating technologies.

Contemporary forms of thought.

Use of Internet + Technology.

Take advantage of the knowledge that the information age possible.

Reformulate the teaching-learning process.

SUGGESTIONS FOR LEARNING

MATHEMATICS

� Construction of collective and collaborativeknowledge.

� Collective intelligence.� Space for individual and collective expression.� New ways of thinking and communicating.

CONCLUSION

1. Changes are needed in institutions. The authoritiesencourage and enable institutional adjustments necessarywith the use of IT .

2. In teachers develop teaching skills necessary tosuccessfully incorporate the use of technology in theirpractice, contributing to the appropriation of content bystudents.

3. Provide students who are transitioning their training theopportunity to learn mathematics so that practicalexperience of the processes involved in learning such aconstructive and meaningful way , as well as integrated andthoughtful , while located in the context socio historical andcultural in which they find themselves.

REFERENCES

THANKS !

Hugo Moreno [email protected]

CIIDET, México

Rodolfo Alcántara [email protected]

TESJI, México