Recursos TAC a l'àrea de matemàtiques.
Presentació al Seminari de dinamització
en Tecnologies de l'Aprenentatge i el Coneixement (TAC) Secundària. El Prat de Llobregat, 19 de gener de 2009
El documento habla sobre no permitir que las acciones de otras personas afecten nuestro estado de ánimo negativamente. Usa la metáfora de que algunas personas son como "camiones de basura" que descargan su enojo y frustración en los demás. Aconseja mantener el control sobre nuestras emociones y no dejar que los "camiones de basura" tomen el control de nuestros sentimientos.
El documento habla sobre no permitir que las acciones de otras personas afecten nuestro estado de ánimo negativamente. Usa la metáfora de que algunas personas son como "camiones de basura" que descargan su enojo y frustración en los demás. Aconseja mantener el control sobre nuestras emociones y no dejar que los "camiones de basura" tomen el control de nuestros sentimientos.
Optimització dels Recursos d'Ensenyament i Aprenentatge d'Estadística i Proba...Sònia Lavila
Treball de fi de Màster per al Professorat d'ESO i Batxillerat. Recursos per a l'ensenyament i aprenentatge d'Estadística i Probabilitat a Secundària, amb la implantació de l'1 per 1.
The general objective for our research is to propose effective didactic principles for teaching mathematics at secondary school, where effectiveness is measured by content retention and by transferability of knowledge to real-world contexts and other academic subjects.
Research questions:
1. Which cognitive factors contribute to the difficulty of teaching and learning mathematics at the secondary school level, regardless of the specific didactic methods used?
2. Which didactic strategies make instruction to be effective in supporting students learning of mathematics at secondary school level?
3. How can we analyze a given didactic sequence to determine its effectiveness (or non-effectiveness) in supporting students learning of mathematics at secondary school level?
4. How to propose effective didactic strategies for managing problematic areas that do not effectively support students learning of mathematics at secondary school level?
5. How to propose a methodology for determine the effectiveness of a given didactic sequence in secondary school mathematics, and propose didactic principles for improving its non-effective problematic areas?
Specific objectives:
1. Research, describe and analyze a theoretical framework for analyzing the reasons of complexity of teaching and learning mathematics at secondary school level.
2. Research, describe and analyze the current state of effective didactic strategies for supporting students learning mathematics at secondary school level, according to the reasons of complexity of teaching and learning it.
3. Design and develop an instrument for metadidactically analyzing the effectiveness of a given didactic sequence in supporting students learning mathematics at secondary school and identify its areas of improvement.
4. Propose didactic strategies for improving the support to students learning mathematics at secondary school through instruction in a given didactic sequence.
5. Implement, test, and validate the metadidactical analysis instrument and the proposed didactic strategies for identifying problematic areas and improving learning outcomes in mathematics instruction at secondary school level.
Optimització dels Recursos d'Ensenyament i Aprenentatge d'Estadística i Proba...Sònia Lavila
Treball de fi de Màster per al Professorat d'ESO i Batxillerat. Recursos per a l'ensenyament i aprenentatge d'Estadística i Probabilitat a Secundària, amb la implantació de l'1 per 1.
The general objective for our research is to propose effective didactic principles for teaching mathematics at secondary school, where effectiveness is measured by content retention and by transferability of knowledge to real-world contexts and other academic subjects.
Research questions:
1. Which cognitive factors contribute to the difficulty of teaching and learning mathematics at the secondary school level, regardless of the specific didactic methods used?
2. Which didactic strategies make instruction to be effective in supporting students learning of mathematics at secondary school level?
3. How can we analyze a given didactic sequence to determine its effectiveness (or non-effectiveness) in supporting students learning of mathematics at secondary school level?
4. How to propose effective didactic strategies for managing problematic areas that do not effectively support students learning of mathematics at secondary school level?
5. How to propose a methodology for determine the effectiveness of a given didactic sequence in secondary school mathematics, and propose didactic principles for improving its non-effective problematic areas?
Specific objectives:
1. Research, describe and analyze a theoretical framework for analyzing the reasons of complexity of teaching and learning mathematics at secondary school level.
2. Research, describe and analyze the current state of effective didactic strategies for supporting students learning mathematics at secondary school level, according to the reasons of complexity of teaching and learning it.
3. Design and develop an instrument for metadidactically analyzing the effectiveness of a given didactic sequence in supporting students learning mathematics at secondary school and identify its areas of improvement.
4. Propose didactic strategies for improving the support to students learning mathematics at secondary school through instruction in a given didactic sequence.
5. Implement, test, and validate the metadidactical analysis instrument and the proposed didactic strategies for identifying problematic areas and improving learning outcomes in mathematics instruction at secondary school level.
Viceverba_appdelmes_0624_joc per aprendre verbs llatinsDaniel Fernández
Vice Verba és una aplicació educativa dissenyada per ajudar els estudiants de llatí a aprendre i practicar verbs llatins d'una manera interactiva i entretinguda.
Implica't+ amb la Carta de la Terra i l'Agenda 2030
Recursos TAC a l’àrea de Matemàtiques
1. Recursos TAC a l’àrea de Matemàtiques Seminari de dinamització en Tecnologies de l'Aprenentatge i el Coneixement (TAC) Secundària IES Salvador Dalí. El Prat de Llobregat 19 de gener de 2009
32. Col·loca els nombres a les interseccions d'aquests tres cercles de manera que la suma dels quatre nombres de cada cercle sigui igual a 10
33. Córdoba, Murcia y Olot un poquito más cerca Manuela Montse Inma Còrdova, Múrcia i Olot, una mica més a prop Córdoba, Murcia and Olot a bit closer Córdoba, Murcia et Olot un peu plus proches
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36. Estratègies TAC per a l‘educació infantil Estratègies TAC per a l‘educació primària Recursos i estratègies TAC per a l’educació secundària cursos