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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal on Mathematics Education
Hernández-Díaz, Alejandro
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Education Mathematics Social Sciences Other

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Didactic experience based on mathematics competencies and soft competencies for teacher education Quezada, Verónica Díaz; Hernández-Díaz, Alejandro; Flores del Río, George
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29842

Abstract

The aim of this research was to implement a didactic experience to facilitate the study of linear algebra. This article shows the potential of working the curriculum based on both disciplinary competencies and soft competencies, prioritizing collaborative learning, in future secondary school teachers of mathematics. The nature of the study is exploratory with a mixed methodology. In this article, we show the phases that constituted in its entirety the way of working during a semester in higher education and the forms of evaluation that are part of the qualitative-interpretative methodology, which include the elaboration, validation and application of a questionnaire of students' opinion on mathematical and soft skills, in addition to the analysis by categories of open answers, considering the similarities and differences found in the opinions written by the students, regarding the strengths and weaknesses of the didactic proposal, validating the usefulness of this successful teaching methodology.
Didactic strategy of linear algebra with collaborative learning in mathematics pedagogical training Díaz, Verónica; Hernández-Díaz, Alejandro; Oval, Carmen
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp925-944

Abstract

This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units’ covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.
Co-Authors Díaz, Verónica Flores del Río, George Oval, Carmen Quezada, Verónica Díaz