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All Journal MEJ (Mathematics Education Journal) International Journal of STEM Education for Sustainability
Díaz, José Luis
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Education Mathematics

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Integrating the Case Studies Pedagogy and the Anthropological Theory of Didactics to Enhance the Teaching and Learning of Algebra in Undergraduate STEM Education Díaz, José Luis
Mathematics Education Journal Vol. 8 No. 1 (2024): MEJ Vol 8 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v8i1.29835

Abstract

Methodology case studies plays a pivotal role in STEM education, especially in teaching undergraduate algebra. This article emphasizes the power of real-world scenarios and active pedagogy, a student-centered approach that makes abstract algebraic ideas tangible. The Anthropological Theory of Didactics (ATD) is spotlighted as a perspective that treats mathematical knowledge as a cultural artifact, embedding mathematics concepts deeply within cultural and historical contexts. By comparing active pedagogy with ATD, the article unveils a compelling overlap that values the significance of context in learning. Students don't just engage actively but also delve into the cultural essence of mathematical problems, gaining a profound understanding. Addressing the hurdles undergraduates face in transitioning from high school algebra to university level, the article suggests activities that merge active pedagogy and ATD. This holistic approach has the potential to transform algebra education into a more engaging, relevant, and culturally resonant experience.
An Anthropological Approach to Didactics in Fluid Mechanics Education to Bridge Cultural Contexts and Engineering Principles Díaz, José Luis; González, Julián Roa
International Journal of STEM Education for Sustainability Vol 4, No 2 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v4i2.324

Abstract

The Anthropological Theory of Didactics (ATD) provides a lens through which knowledge is viewed in its sociocultural context. Originally rooted in mathematics education, its application has expanded to diverse disciplines, including engineering. This article delves into the intersection of fluid mechanics, a crucial branch of engineering, with ATD. Core tenets of ATD, such as the cultural context of knowledge, praxeologies, and didactic transposition, are explored in relation to engineering principles. The emphasis is on contextual understanding, problem-solving, collaboration, tool usage, and continuous improvement. Fluid mechanics, vital in areas like aerospace and civil engineering, is intertwined with ATD to address student misconceptions. The article proposes five activities to effectively integrate ATD in fluid mechanics education, drawing from daily life, historical contexts, and traditional tools. These activities aim to bridge theoretical concepts with tangible experiences, fostering a comprehensive understanding of fluid mechanics within cultural contexts.
Co-Authors González, Julián Roa