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New literacies and social practices in mathematics learning
1. NEW LITERACIES AND SOCIAL PRACTICES IN MATHEMATICS
LEARNING WITH DIGITAL TECHNOLOGIES: A SOCIO CULTURAL
PERPESCTIVE RESEARCH
Hugo Moreno Reyes
hmoreno@ciidet.edu.mx
CIIDET, MĂŠxico
Rodolfo AlcĂĄntara Rosales
roaltep@gmail.com
ITESJI, MĂŠxico
2. Introduction
This paper presents a research
on the perception of
engineering students about the
causes of their low school
achievement in mathematics,
and how a virtual space can be
used for learning the topics.
3. EVOLUTION OF TECHNOLOGICAL DEVICES IN
MATHEMATICS
PASCAL CALCULATOR
BABBAGE CALCULATOR
MULTIPLICADORA DE
LEIBNIZ
Other
manual machines Power ,
Computers
electromechanical,
analog , digital , etc.
ĂBACO
QUIPU
YUPANA
SLIDE RULE
5. Thesis statement
The most common difficulties presented by the students are
undestanding, assimilation, interpretation and aplication to
specific situations of knowldge on different topics of
mathematics, for example differential calculus
6. METHODOLOGY
To improve the learning of the students in mathematics and
facilitate the professor the promotion of appropriation of knowledge,
two causes that favor or hinder the learning of mathematics are
considered:
ASPECTS RELATED TO
THE PROFESSOR
⢠Academic profile.
⢠Beliefs.
⢠Attitudes in the
classroom.
ASPECTS RELATED TO THE
STUDENTS
⢠The transition from one level of
education to another.
⢠The lack of good oral and
written communication.
⢠Low level of prior knowledge
and mathematical intuition.
⢠The social , cultural and
economic aspects.
7. ITEMS
In order to investigate from the perspective of
students what factors affect the reprobation of the
subject of differential calculus in first semester at
the Instituto Tecnologico de Estudios Superiores
de Jilotepec, thirty items were used. Twenty items
closed type with a Likert scale of five anchor
points, and an item type open response.
9. LIKERT SCALE
The options on the Likert
scale for success of the
course Differential
Calculus are:
5 4 3 2 1
Excelent Good Regular Bad Very bad
10. LIKERT SCALE
In case of failure the scale used is:
5 4 3 2 1
Always Very
frequently
Occassion
ally
Very
rarely
Never
11. Descriptive Table 1. Information on the questionnaire related to the causes of
success or failure in Differential Calculus
12. DATA ANALYSIS
In general, except for the questions of economic
situation and food, we should take actions to tend
to mean as close as possible to 5 and decrease
the values of standard deviations, which can
range from training of teachers, including the use
of techniques and strategies for the student to
learn, starting with the design of learning
activities involving the use of IT.
13. 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.
14. SUGGESTIONS FOR LEARNING
MATHEMATICS
Construction of collective and collaborative
knowledge.
Collective intelligence.
Space for individual and collective expression.
New ways of thinking and communicating.
15. CONCLUSION
1. Changes are needed in institutions. The authorities
encourage and enable institutional adjustments necessary
with the use of IT .
2. In teachers develop teaching skills necessary to
successfully incorporate the use of technology in their
practice, contributing to the appropriation of content by
students.
3. Provide students who are transitioning their training the
opportunity to learn mathematics so that practical
experience of the processes involved in learning such a
constructive and meaningful way , as well as integrated and
thoughtful , while located in the context socio historical and
cultural in which they find themselves.
