A pioneering study in Spain demonstrated that the use of this educational resource, if used correctly, allows students to create an image of the concepts. Learning and understanding of this area is so much easier.
In recent years, the publication of the PISA report has highlighted the issue of learning mathematics. The concern about finding suitable methods and educational resources for good mathematical training of students is something shared by all countries and is becoming more and more sense, since mathematics are present in many aspects of everyday life and society .
Carlos Figueiredo, a professor in the School Escola Secundaria D. Sancho II of Elvas (Portugal), presented a thesis in which he outlines the importance of using examples in high school mathematics class as a reference for professional knowledge. The study was conducted at the University of Extremadura by Professor Lawrence J. White C. Didactics Department Experimental Mathematics.
“We focused on one aspect that is little studied and is essential in the teaching of mathematics, examples” explains White. The objective of this research was to describe, classify and evaluate the examples used by Professor of Mathematics in Secondary and proposed in the textbooks according to their role in teaching and learning the concept of function.
“We want to describe what the problems are occurring in secondary classrooms,” said the professor. To carry out the investigation, were followed several high school mathematics teachers of Elvas through video recordings, interviews with teachers and analyzed the production of their students for one year.
According to the director of the thesis, the importance of example is that through them the students create a picture of the concepts. Although details that there are times when the use of this resource can hinder learning. “The key is to use an example based on what the teacher wants to teach, but also, depending on what students should learn,” explains White.
The use of this method by teachers currently is not homogeneous. There is some inertia to use the examples in textbooks, but there are occasions when the teacher does not consider it important to use them. White calls this last performance error and explains that this study we have determined the examples to be used by teachers to end the student takes a clear idea of the concept.
Carlos Figueiredo has differentiated between examples in the thesis “transparent” and “almost transparent.” The first are those that clearly represent a number of properties and the latter concept, which could impede comprehension. The research results will serve to present specific suggestions in the face of initial and continuing training of teachers.
In Spain is the first time that specifically addresses the study of examples and this thesis has made contributions to the international level.
Source: University of Extremadura
|Category: Mathematics||Tags: mathematical training|