TICs and entertainment as teaching strategies to improve mathematics learning in basic education.
DOI:
https://doi.org/10.33936/isrtic.v3i2.1704Keywords:
ICTs-Mathematics, Playful-Mathematics, Mathematics-ESOAbstract
The article presents the results of the case study of the use of information and commu- nication technologies, and recreational activities, where the combination of both activities improves the teaching performance of the basic mathematics of young people who make use of them. Using the proposed strategy of the combination of both in the teaching- learning mathematics process, the authors demonstrate that in students with whom this strategy is used they significantly improve their mathematical skills.The evidenced results are validated through a national mathematics and Spanish language test called PLANEA, applied to ninth grade students in basic education (secondary school). The experimental sample that was taken was in the third grade students of a Mexican institution of basic ed- ucation, it was in a ninth grade group where the strategy of ICTs and recreational activities was used throughout the school period in which it is shown that improves the percentage of performance levels of the applied test.Downloads
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References
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[7] Juan, A. A., Huertas, M. A., Cuypers, H., & Loch, B. (Eds.) (2012). Mathematical E- Learning. Revista de Universidad y Sociedad del Conocimiento, 9(1), 1-3.
[8] Chang, L. Ch. & Lee, G. C. (2010). A team teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers. Computers & Education, 55(3), 961-969. doi:10.1016/j.compedu.2010.04.007
[9] Evoh, C. J. (2007). Collaborative Partnerships and the Transformation of Secondary Education through ICTs in South Africa. Educational Media International, 44(2), 81-98. doi:10.1080/09523980701295091
[10] Castillo, S. (2008). Propuesta pedagógica basada en el constructivismo para el uso óptimo de las TIC en la enseñanza y el aprendizaje de la matemática. Revista Latinoamericana de Investigación en Matemática Educativa, 11(2), 171-194.
[11] Freré Franco, F. L., & Saltos Solís, M. M. (2018). Materiales Didácticos In- novadores Estrategia Lúdica en el Aprendizaje. Ciencia Unemi, 6(10), 25. https://doi.org/10.29076/issn.2528-7737vol6iss10.2013pp25-34p
[12] Pabón-Gómez, J. (2014). Las tics y la lúdica como herramientas facilitado- ras en el aprendizaje de la matemática. Eco.Mat, 5(1), 37–48. Retrieved from http://revistas.ufps.edu.co/ojs/index.php/ecomatematico/article/view/62
[13] Sunkel, G. (2010). Tic Para La Educación En América Latina. Congreso Iberoamericano de Educación.
[14] Dresher, M. (1961). Games of strategy: theory and applications(No. RAND/CB-149-1). RAND CORP SANTA MONICA CA.
[15] Williams, J. D. (1986). The Compleat Strategyst: Being a primer on the theory of games of strategy. Courier Corporation.
[16] Dresher, M. (2012). The mathematics of games of strategy. Courier Corporation.
Published
2019-10-10
How to Cite
[1]
Hernandez, R.S., Pérez Jasso, C., Lerma Sánchez, A.M. and González González, F.A. 2019. TICs and entertainment as teaching strategies to improve mathematics learning in basic education. Informática y Sistemas. 3, 2 (Oct. 2019), 39–50. DOI:https://doi.org/10.33936/isrtic.v3i2.1704.
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