The Impact of Project Creation on Learning Mathematics in a Transdisciplinary Setting
This article proposes that the reader be nourished by avant-garde elements for new educational practices in the teaching and learning of mathematics. .
- Pub. date: May 15, 2020
- Pages: 405-421
- 658 Downloads
- 1381 Views
- 0 Citations
This article proposes that the reader be nourished by avant-garde elements for new educational practices in the teaching and learning of mathematics. The writing is based on an investigation that was carried out with high school students from Puerto Rico. From a qualitative paradigm with a research design in action, it was explored how students in higher grades resolve situations within their environment. Emphasis was placed on how they analyze through situations in context, and how they build knowledge through the search for a possible solution to the problem through the Project Based Learning strategy. The emphasis in treatment was for students to experience a transdisciplinary environment. Their impressions from the study were the revealing focus of how students learn when they are presented with a situation in their environment, taking roles themselves, solving them it through a project. As part of the project they used their knowledge of science and mathematics to solve the situation. Similarly, they learned mathematical concepts that are part of the Trigonometry course and that are measured in the academic achievement tests called PR Goals, previously known as Puerto Rican Academic Achievement Tests (PPAA).
Keywords: Project-based learning, transdisciplinary practice, situations in context, learning strategy.
References
Anderson, J. R., Reder, L. M., Simon, H. A. (1996). Situated learning and education. Educational Research, 25(5), 5-11. https://doi.org/10.2307/1176775
Bales, R. F. (1999). Social interaction systems: Theory and measurement. https://doi.org/10.1037//1089-2699.4.2.199
Baptiste, I. (2001). Qualitative data analysis: Common phases, strategic difference. Forum Qualitative Social Research, 2(3), Art.22. http://www.qualitative-research.net/index.php/fqs/article/view/917/2003.
Bature, I. J., & Atweh, B. (2019). Collaboration: A collective bargain for achieving quality mathematics classroom practice. International Journal of Educational Methodology, 5(3), 347-361. https://doi.org/10.12973/ijem.5.3.347
Benitez Mojica, D., & Londono Millan, N. (2009). Situaciones problematicas en contexto en el aprendizaje del Calculo [Problematic situations in context in Calculus learning]. El calculo y su ensenanza/The calculation and its teaching, 1(3), 33-43. https://mattec.matedu.cinvestav.mx/el_calculo/index.php?vol=1&index_web=7&index_mgzne
Bilgin, I., Karakuyu, Y., & Ay, Y. (2015). The effect of project based learning on undergrate students’ achievement and self-efficacy beliefs towards science teaching. Euroasia Journal of Mathematics, Science and Technology Education, 11(3), 469-477.
Blandez, J.A. (2000). La formacion permanente y la investigacion educativa en el marco contextual de la L.O.G.S.E. [Ongoing training and educational research in the contextual framework of the L.O.G.S.E.]. In J. B. Angel (Ed.), La investigacion en accion: Un reto para el profesorado: Guia practica para grupos de trabajo, seminarios y equipos de investigacion [Research in action: A challenge for teachers: Practical guide for work groups, seminars and research teams]. (pp. 17-27). INDE.
Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Allyn & Bacon.
Calik-Uzun, S., Kul, U., & Celik, S. (2019). The impact of instructional technology and material design course on pre-service teachers. International Journal of Educational Methodology, 5(3), 451-463. https://doi.org/10.12973/ijem.5.3451
Changtong, N., Maneejak, N., Yasri, P. (2020). Approaches for Implementing STEM (Science, Technology, Engineering & Mathematics) Activities among Middle School Students in Thailand. International Journal of Educational Methodology, 6(1), 185-198. https://doi.org/10.12973/ijem.6.1.185
Coleman, H., & Unrau, Y. A. (2005). Analyzing qualitative data. In R. M. Grinnell & Y. A. Unrau (Eds.), Social work: Research and evaluation; Quantitative and qualitative approaches (7th ed., pp. 403-420). Oxford University Press.
Collazo, G. (2016). Resolucion de situaciones matematicas en contexto por estudiantes de nivel superior (Grados 10-12) [Resolution of mathematical situations in context by higher level students (Grades 10-12)] [Unpublished doctoral dissertation]. University of Puerto Rico..
Corbin, J., & Strauss, A. (2008). Basic of qualitative research: Techniques and procedures for developing grounded theory. Sage.
Departamento de Educacion de Puerto Rico. (2016). Lista de clasificacion de escuelas segun el plan de flexibilidad [School classification list according to the flexibility plan]. Autor.
Dewey, J. (1985). Democracia y escuela [Democracy and school]. Eumo.
Dunbar, R. (1998). The social brain hypothesis. Evolutionary Anthropology, 6(5), 178–189. https://doi.org/10.1002/(SICI)1520-6505(1998)6:5<178::AID-EVAN5>3.0.CO;2-8
English, L.D. (2007). Cognitive psychology and mathematics education: Reflections on the past and the future. ResearchGate. https://www.researchgate.net/publication/27476502
Freudenthal, H. (1973). Mathematics as an educational task. Reidel.
Freudenthal, H. (1991) Revisiting mathematics education: China lectures. Kluwer.
Gravemeijer, K. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education, 25(5), 443-471. https://doi.org/10.2307/749485
Hernandez, R., Fernandez, C., & Baptista, P. (2006). Metodologia de la investigacion [Methodology of investigation] (4th ed.). McGraw.
Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of Industrial Teacher Education, 34(3), 59-80.
Korman, H. (1986). The focus group Sensig. Suny at Stony Brook.
Kreijns, K., Kirschner, P., & Vermeulen, M. (2013) Social Aspects of CSCL Environments: A Research Framework, Educational Psychologist, 48(4), 229-242
Lopez, A.B., Franco-Mariscal, A.J., & Ramos, E.E. (2015). Ensenar quimica en el contexto de problemas y situaciones de la vida diaria relacionados a la salud [Teaching chemistry in the context of health problems and situations of daily life]. Chemical Education at EduQ/ Educacio Quimica a EduQ, 20, 40-47. https://doi.org/10.2436/20.2003.02.150
Lucca Irizarry, N., & Berrios Rivera, R. (2003). Investigacion cualitativa en educacion y ciencias sociales [Qualitative research in education and social sciences]. Publicaciones Puertorriquenas.
Moran, S., & John-Steiner, V. (2003). Creativity in the making: Vygotsky’s contemporary contribution to the dialectic of creativity & development doctrine & development. Creativity and Development, Oxford Scholarship Online. https://doi.org/10.1093/acprof: oso.9780195149005.003.0003.
National Council of Teachers of Mathematics. (2000). Principles and standards for schools mathematics. Author.
Pujol Cunill, F. (2017). El Aprendizaje Basado en Proyectos y el Aprendizaje por Descubrimiento Guiada como estrategias didacticas en Biologia y Geologia de 40 de ESO [Project-Based Learning and Guided Discovery Learning as teaching strategies in Biology and Geology at ESO 40] [Unpublished master’s thesis]. International University of La Rioja.
Quality Improvement Agency for Lifelong Learning. (2008). Guidance on teaching and assessment at Key Stage 4: Teaching and learning programme. Northern Ireland Curriculum.
Quintero, A. (2010). Matematicas con sentido aprendizaje y ensenanza [Mathematics with a meaningful learning and teaching]. Editorial Universidad de Puerto Rico.
Puerto Rico Math and Science Partnership (2009) Memorias de las comunidades de practica en investigacion en accion de AlACiMa [Memories of research communities of practice in AlACiMa action]. http://alacima.uprrp.edu/Nuevo-Portal/wp content/uploads/MemoriasInvestigacion.pdf
Richland, L., Stigler, J., & Holyoak, K. (2012). Teaching the conceptual structure of mathematics. Educational Psychologist, 47(3), 189-203.
Saxe, G. B, De Kirby, K., Kang, B., & Schneider, M. L. (2015). Studying cognition though time in a classroom community. The interplay between “Everyday” and “Scientific Concepts” Human Development, 58(1), 5-44. https://doi.org/10.1159/000371560
Sierpinska, A., & Lerman, S. (1996). Epistemologies of mathematics and of mathematics education. International Handbook of Mathematics Education (pp. 827-876). Springer.
Streefland, L. (1991). Fraction in realistic mathematics education, a paradigm of development research. Kluwer Academic Publisher.
Stringer, E. (2008). Action research in education (2nd ed.). Pearson.
Suryanarayanan, S., Kleinman, D. L., Gratton, C., Toth, A., Guedot, C., Groves, R., Piechowski, J., Moore, B., Hagadorn, D., Kauth, D., Swan, H., & Celley, M. (2018). Collaboration matters: Honey bee health as a transdisciplinary model for understanding real-world complexity. BioScience, 68(12), 990-995. https://doi.org/10.1093/biosci/biy118
Velazquez, L. M., & Figarella, F. V. (2012). La problematizacion en el aprendizaje: Tres estrategias para la creacion de un curriculo autentico [Problematization in learning: Three strategies for creating an authentic curriculum]. Isla Negra.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). Sharpe.