Project-Based Learning: An Innovation Experience with Future Mathematics Teachers
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| Συγγραφείς: | , |
|---|---|
| Μορφή: | artículo original |
| Κατάσταση: | Versión publicada |
| Ημερομηνία έκδοσης: | 2023 |
| Περιγραφή: | This paper shows the implementation results of Project-Based Learning (PBL) in three courses of the undergraduate program “Mathematics Education with Technological Environments” (MATEC) at the Costa Rica Institute of Technology (ITCR). The analyzed courses were Geometry Teaching, Statistics and Probability Teaching, and Algebra and Functions Teaching. Sixty university students participated. In total, fifteen groups were created to give workshops to primary school teachers. The experience showed very positive results. The students apply competencies that they will implement as professionals. This allowed them to reaffirm their vocation towards math teaching by developing skills such as decision-making and teamwork. In addition, they were able to apply the theory of these courses into practice, complying with the guidelines established by the MATEC career. |
| Χώρα: | Portal de Revistas UNA |
| Ίδρυμα: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Γλώσσα: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/16970 |
| Διαθέσιμο Online: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/16970 |
| Λέξη-Κλειδί : | aprendizaje activo educación a distancia competencias del docente docentes de secundaria enseñanza de las matemáticas active learning distance education teacher qualifications teachers mathematics education |