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Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world.
Claudia Vásquez; Israel García-Alonso; María Seckel; Ángel Alsina. Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy. Sustainability 2021, 13, 3115 .
AMA StyleClaudia Vásquez, Israel García-Alonso, María Seckel, Ángel Alsina. Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy. Sustainability. 2021; 13 (6):3115.
Chicago/Turabian StyleClaudia Vásquez; Israel García-Alonso; María Seckel; Ángel Alsina. 2021. "Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy." Sustainability 13, no. 6: 3115.
La UNESCO reta al profesorado a desarrollar una Educación para el Desarrollo Sostenible con la que los ciudadanos adopten estilos de vida sostenible en las dimensiones económica, social y medioambiental. En este trabajo presentamos el análisis de varias propuestas de aprendizaje estadístico diseñadas por futuros maestros de Chile y España que promueven objetivo de desarrollo sostenible. Tras el análisis determinamos la necesidad de generar modelos de tareas estadísticas que promuevan la Educación para el Desarrollo Sostenible, con una alta demanda cognitiva y que a la vez sean auténticas. De igual manera, se evidencia la necesidad de generar acciones formativas para el profesorado en activo y en formación, que permitan orientar la enseñanza de la estadística a través de proyectos enfocados en contextos realistas; pues consideramos que la triada: educación estadística, formación del profesorado, y educación para el desarrollo sostenible, es parte fundamental para acceder a formar ciudadanos de sostenibilidad en el contexto escolar.
Claudia Vásquez; Israel García-Alonso. La educación estadística para el desarrollo sostenible en la formación del profesorado. Profesorado, Revista de Currículum y Formación del Profesorado 2020, 24, 125-147 .
AMA StyleClaudia Vásquez, Israel García-Alonso. La educación estadística para el desarrollo sostenible en la formación del profesorado. Profesorado, Revista de Currículum y Formación del Profesorado. 2020; 24 (3):125-147.
Chicago/Turabian StyleClaudia Vásquez; Israel García-Alonso. 2020. "La educación estadística para el desarrollo sostenible en la formación del profesorado." Profesorado, Revista de Currículum y Formación del Profesorado 24, no. 3: 125-147.
The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure.
Renate Nantschev; Eva Feuerstein; Rodrigo Trujillo González; Israel Garcia Alonso; Werner O. Hackl; Konstantinos Petridis; Evangelia Triantafyllou; Elske Ammenwerth. Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education. Education Sciences 2020, 10, 354 .
AMA StyleRenate Nantschev, Eva Feuerstein, Rodrigo Trujillo González, Israel Garcia Alonso, Werner O. Hackl, Konstantinos Petridis, Evangelia Triantafyllou, Elske Ammenwerth. Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education. Education Sciences. 2020; 10 (12):354.
Chicago/Turabian StyleRenate Nantschev; Eva Feuerstein; Rodrigo Trujillo González; Israel Garcia Alonso; Werner O. Hackl; Konstantinos Petridis; Evangelia Triantafyllou; Elske Ammenwerth. 2020. "Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education." Education Sciences 10, no. 12: 354.
In this paper we explore the difficulties engineering undergraduates encounter with tertiary mathematics. Results from our survey (N = 71) show that students in our sample face issues mostly related to the challenging nature of university mathematics, the absence of worked examples during lectures and the discontinuity of school and university mathematics curricula. By using third generation Activity Theory, we were able to interpret the identified difficulties as contradictions emerging between the school and university activity systems as well as within the university activity system, and we argue that these difficulties can be treated as stemming from the structural characteristics the two activity systems have.
Marinos Anastasakis; Maria Zakynthinaki; Rodrigo Trujillo-González; Israel García-Alonso; Konstantinos Petridis. An Activity Theory approach in explaining engineering students’ difficulties with university mathematics. International Journal of Mathematical Education in Science and Technology 2020, 1 -17.
AMA StyleMarinos Anastasakis, Maria Zakynthinaki, Rodrigo Trujillo-González, Israel García-Alonso, Konstantinos Petridis. An Activity Theory approach in explaining engineering students’ difficulties with university mathematics. International Journal of Mathematical Education in Science and Technology. 2020; ():1-17.
Chicago/Turabian StyleMarinos Anastasakis; Maria Zakynthinaki; Rodrigo Trujillo-González; Israel García-Alonso; Konstantinos Petridis. 2020. "An Activity Theory approach in explaining engineering students’ difficulties with university mathematics." International Journal of Mathematical Education in Science and Technology , no. : 1-17.