La resolución de problemas e-Cooperativo como estrategia para el aprendizaje de las matemáticas durante la pandemia de la COVID-19
Resumen El objetivo del artículo es presentar los beneficios del aprendizaje cooperativo en matemáticas en condiciones de enseñanza a distancia durante la pandemia de la COVID-19. En estudios longitudinales, seis profesores de matemáticas formaron una red colaborativa y desarrollaron escenarios para tres proyectos que pudieran ser implementados por los estudiantes en una plataforma educativa. Durante su implementación, de ocho semanas, se han seguido los principios del aprendizaje cooperativo, utilizando las implicaciones metódicas de la teoría de la autodeterminación (TED). Entre los estudiantes (N = 104) de cinco sextos grados de la escuela primaria, las mediciones de habilidades socioemocionales se llevaron a cabo mediante el cuestionario de Clima de Aprendizaje a Distancia (DLC-21). Los estudiantes han mostrado un alto nivel de rendimiento matemático (84,8%), el aumento significativo de la afinidad con el grupo y la disminución significativa de la sensación de miedo situacional. Los resultados también indican un alto nivel de sentido de competencia y satisfacción de los estudiantes asociado con la implementación de proyectos matemáticos.
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References
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Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213–234. https://doi.org/10.1007/s10649-010-9254-5
Elijah, E. U. (2012). E-learning and teacher preparation in science and mathematics: The paradigm for utilization of interactive packages. European Scientific Journal, 8(13), 172-177. https://doi.org/10.19044/esj.2012.v8n13p%25p
Fernández Martín, E. (2020). Análisis de estrategias metodológicas docentes apoyadas en
el uso de TIC para fomentar el Aprendizaje Cooperativo del alumnado universitario del Grado de Pedagogía. Revista Interuniversitaria de Formación del Profesorado, 34(2), 79-100. https://doi.org/10.47553/rifop.v34i2.77628
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Gillies, R. (2003b). The behaviors, interactions, and perceptions of junior high school students during small-group learning. Journal of Educational Psychology, 95(1), 137–147. https://doi.org/10.1037/0022-0663.95.1.137
Gillies, R. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197–213. https://doi.org/10.1016/S0959-4752(03)00068-9
Gillies, R. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41 (3), 39-63. https://doi.org/10.14221/ajte.2016v41n3.3
Hagger, M., Sarwat S., Hardcastle S., & Chatzisarantis N. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111-123. https://doi.org/10.1016/j.cedpsych.2014.12.002
Harrison, M. (2018). Space as a tool for analysis: Examining digital learning spaces. Open Praxis, 10(1), 17-28. https://doi.org/10.5944/openpraxis.10.1.782
Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education, 21(1), 33-46. https://doi.org/10.2307/749455
Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hurley, E., Boykin, A., & Allen, B. (2005). Communal versus individual learning of a math-estimation task: African American children and the culture of learning contexts. Journal of Psychology, 139(6), 513-27. https://doi.org/10.3200/JRLP.139.6.513-528
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Johnson, D., & Johnson, R. (2003). Student motivation in co-operative groups: Social interdependence theory. In R. M. Gillies, & A. F. Ashman (Eds.), Co-operative learning: The social and intellectual outcomes of learning in groups (pp. 136–176). Routledge.
Johnson, D., & Johnson, R. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://doi.org/10.3102/0013189X09339057
Johnson, D., Johnson, R., Roseth, C., & Shin, T. (2014). The relationship between motivation and achievement in interdependent situations. Journal of Applied Social Psychology, 44(9), 622-633. https://doi.org/10.1111/jasp.12280
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