Didactics of Mathematics: New Trends and Experiences


Ángel Alberto Magreñán (Editor)
Universidad de La Rioja, La Rioja, Spain

Series: Education in a Competitive and Globalizing World
BISAC: EDU029010

Didactics of mathematics has been recently considered, for less than a century, as scientific discipline as itself. The study of this discipline has significantly grown in the last decades since many authors have focused their efforts in the study of the relations of the knowledge and the processes of teaching-learning of mathematics.

This book presents eight original contributions of authors from ten different universities, and even from different countries, related to (1) Learning and metacognition; (2) A methodology to teach mathematics; (3) A study related to mathematics in China; (4) Collaborative learning in Mathematics in Secondary Education; (5) Intervention to teach notable products in Secondary Education; (6) The use of holography in geometry teaching in Secondary Education; (7) Problem Based Learning in University for advanced mathematics teaching; (8) Flip teaching in University.

This monograph is required reading for all researchers in mathematics education and contains different useful material for mathematics educators and teacher trainers interested in the theory and practice of mathematics education. As such this monograph is suitable to teachers of mathematics in different educational levels. Researchers, graduate students and seminars will find this book really helpful for their daily work. This book is also recommended to researchers in different disciplines, such as general education, didactics or general mathematics.
(Imprint: Nova)



Table of Contents


Chapter 1. Learning Based on the STEM Model and the Key to Meta-Cognition
(José M. Bautista-Vallejo, Rafael M. Hernández-Carrera and Ignacio Vieira Fernández, Department of Pedagogy, University of Huelva, Huelva, Spain, and others)

Chapter 2. Lean Teaching: A New Trend in Education
(Silvia Martinez Sanahuja, Faculty of Education, University of Castilla-La Mancha, Albacete, Spain)

Chapter 3. A Study of Math Education in China
(Yong Yuan, Uden Lorna and Yilin Ren, College of Management, Chengdu University of Technology, Chengdu, China, and others)

Chapter 4. Considerations about Jigsaw II Cooperative Learning Technique in Project-Based Learning among Students of Secondary Education
(L. Orcos and M. Curto, Facultad de Eduación, Universidad Internacional de La Rioja, Logroño, Spain)

Chapter 5. Didactic Intervention on Notable Products
(Cristina Jiménez, Ángel Alberto Magreñán and Íñigo Sarría, San Lorenzo del Escorial, Madrid, Spain, and others)

Chapter 6. How to Use Holographic Tools to Teach Area and Volume Concepts
(L. Orcos, Facultad de Eduación, Universidad Internacional de La Rioja, Logroño, Spain)

Chapter 7. Problem-Based Learning Proposal for Teaching Dynamical Systems
(Francisco I. Chicharro and Neus Garrido, Escuela Superior de Ingeniería y Tecnología, Universidad Internacional de La Rioja, Logroño, Spain)

Chapter 8. Reverse Teaching as a Methodological Strategy for Mathematics Learning in Higher Education
(L. Orcos, A. Cordero, C. Jordán, A. A. Magreñán, E. Sanabria and J. R. Torregrosa, Facultad de Eduación, Universidad Internacional de La Rioja, Logroño, Spain, and others)


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