The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2021 |
| Outros Autores: | , , , , , , , |
| Tipo de documento: | Artigo |
| Idioma: | eng |
| Título da fonte: | Research, Society and Development |
| Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/15223 |
Resumo: | Difficulties with adequately teaching mathematics is a challenge not yet overcome by teachers. It is an important subject that directly involves educators and teachers, and indirectly society. New proposals for teaching mathematics have not been completely implemented and must be tested among the many levels of student life. One possibility for bringing teachers in accord with new teaching strategies is by pedagogical development, such as attending specific courses for teaching, to at least become aware of new methodologies and to learn how to apply them. The purpose of this work was to analyze the use of the Mathematical Modeling methodology in a course offered in a graduate Environmental Sciences curriculum using the active methodologies. The aim was to assess the development of cognitive abilities, favoring reflection and questioning into mathematical modeling, that occurred during remote teaching due to the pandemic. A structured questionnaire was given to students and the responses were used to interpretate their perception of the discipline/course and active methodology proposed. The problems cited by other authors, such as limited time and a culture engrained in traditional teaching, were observed by the present study, indicating the need in to introduce mathematical modeling and problem solving in the initial phases of teaching mathematics. |
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The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote educationLa percepción de estudiantes y professor em uma disciplina de modelado matemático en uma pós-graduación: Uma experiencia de educación a distanciaA percepção de alunos e professor em uma disciplina de modelagem matemática em uma pós-graduação: Uma experiência de educação à distânciaActive methodologyNew technologies for teachingMathematical modelingGraduate teaching.Metodología activaNuevas tecnologías de enseñanzaModelización matemáticaDocencia de posgrado.Metodologia ativaNovas tecnologias de ensinoModelagem matemáticaEnsino de pós-graduação.Difficulties with adequately teaching mathematics is a challenge not yet overcome by teachers. It is an important subject that directly involves educators and teachers, and indirectly society. New proposals for teaching mathematics have not been completely implemented and must be tested among the many levels of student life. One possibility for bringing teachers in accord with new teaching strategies is by pedagogical development, such as attending specific courses for teaching, to at least become aware of new methodologies and to learn how to apply them. The purpose of this work was to analyze the use of the Mathematical Modeling methodology in a course offered in a graduate Environmental Sciences curriculum using the active methodologies. The aim was to assess the development of cognitive abilities, favoring reflection and questioning into mathematical modeling, that occurred during remote teaching due to the pandemic. A structured questionnaire was given to students and the responses were used to interpretate their perception of the discipline/course and active methodology proposed. The problems cited by other authors, such as limited time and a culture engrained in traditional teaching, were observed by the present study, indicating the need in to introduce mathematical modeling and problem solving in the initial phases of teaching mathematics.Las dificultades para la enseñanza adecuada de las matemáticas es un desafío que los profesores aún no han superado. Es un tema importante que involucra directamente a educadores y profesores, e indirectamente a la sociedad. Las nuevas propuestas para la enseñanza de las matemáticas no se han implementado completamente y deben ser probadas entre los muchos niveles de la vida estudiantil. Una posibilidad para acercar a los docentes a las nuevas estrategias de enseñanza es mediante el desarrollo pedagógico, como la asistencia a cursos específicos de docencia, para al menos tomar conciencia de nuevas metodologías y aprender a aplicarlas. El propósito de este trabajo fue analizar el uso de la metodología de Modelado Matemático en un curso ofrecido en un plan de estudios de posgrado en Ciencias Ambientales utilizando las metodologías activas. El objetivo fue evaluar el desarrollo de las habilidades cognitivas, favoreciendo la reflexión y el cuestionamiento en modelos matemáticos, que ocurrieron durante la enseñanza a distancia debido a la pandemia. Se entregó un cuestionario estructurado a los estudiantes y las respuestas se utilizaron para interpretar su percepción de la disciplina/curso y la metodología activa propuesta. Los problemas citados por otros autores, como el tiempo limitado y una cultura arraigada en la enseñanza tradicional, fueron observados por el presente estudio, lo que indica la necesidad de introducir modelos matemáticos y resolución de problemas en las fases iniciales de la enseñanza de las matemáticas.A dificuldade em ensinar matemática de forma adequada é um desafio ainda não superado pelos professores. É um assunto importante que envolve diretamente educadores e professores, e indiretamente a sociedade. As novas propostas para o ensino da matemática não foram totalmente implementadas e devem ser testadas nos diversos níveis de vida do aluno. Uma possibilidade de aproximar os professores de novas estratégias de ensino é por meio do desenvolvimento pedagógico, como frequentar cursos específicos para a docência, para, pelo menos conhecerem novas metodologias e aprender a aplicá-las. O objetivo deste trabalho foi analisar a utilização da metodologia de Modelagem Matemática em um curso oferecido em um currículo de graduação em Ciências Ambientais utilizando as metodologias ativas. O objetivo foi avaliar o desenvolvimento das habilidades cognitivas dos estudantes, favorecendo a reflexão e o questionamento na modelagem matemática, ocorrida durante o ensino a distância em decorrência da pandemia. Foi aplicado um questionário estruturado aos alunos e as respostas foram utilizadas para interpretar suas percepções sobre a disciplina/curso e a metodologia ativa proposta. Os problemas citados por outros autores, como o tempo limitado e uma cultura arraigada no ensino tradicional foram observados no presente estudo, indicando a necessidade de se introduzir a modelagem matemática e a resolução de problemas nas fases iniciais do ensino da matemática.Research, Society and Development2021-05-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1522310.33448/rsd-v10i6.15223Research, Society and Development; Vol. 10 No. 6; e2310615223Research, Society and Development; Vol. 10 Núm. 6; e2310615223Research, Society and Development; v. 10 n. 6; e23106152232525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/15223/13812Copyright (c) 2021 Tales Alexandre Aversi-Ferreira; Karolyne Cordeiro-de-Oliveira; Samuel Vitor Assis Machado de Lima; Wellington Felipe dos Santos; Carla Aparecida Costa; Evelyn Bastos Resende; Julia Soares de Moraes-Siqueira; Janaína Piza Ferreira; Juliana Mafra Salgado Andradehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAversi-Ferreira, Tales Alexandre Cordeiro-de-Oliveira, Karolyne Lima, Samuel Vitor Assis Machado de Santos, Wellington Felipe dos Costa, Carla Aparecida Resende, Evelyn Bastos Moraes-Siqueira, Julia Soares de Ferreira, Janaína Piza Andrade, Juliana Mafra Salgado 2021-06-10T22:51:46Zoai:ojs.pkp.sfu.ca:article/15223Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:36:05.880863Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
| dc.title.none.fl_str_mv |
The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education La percepción de estudiantes y professor em uma disciplina de modelado matemático en uma pós-graduación: Uma experiencia de educación a distancia A percepção de alunos e professor em uma disciplina de modelagem matemática em uma pós-graduação: Uma experiência de educação à distância |
| title |
The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education |
| spellingShingle |
The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education Aversi-Ferreira, Tales Alexandre Active methodology New technologies for teaching Mathematical modeling Graduate teaching. Metodología activa Nuevas tecnologías de enseñanza Modelización matemática Docencia de posgrado. Metodologia ativa Novas tecnologias de ensino Modelagem matemática Ensino de pós-graduação. |
| title_short |
The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education |
| title_full |
The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education |
| title_fullStr |
The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education |
| title_full_unstemmed |
The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education |
| title_sort |
The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education |
| author |
Aversi-Ferreira, Tales Alexandre |
| author_facet |
Aversi-Ferreira, Tales Alexandre Cordeiro-de-Oliveira, Karolyne Lima, Samuel Vitor Assis Machado de Santos, Wellington Felipe dos Costa, Carla Aparecida Resende, Evelyn Bastos Moraes-Siqueira, Julia Soares de Ferreira, Janaína Piza Andrade, Juliana Mafra Salgado |
| author_role |
author |
| author2 |
Cordeiro-de-Oliveira, Karolyne Lima, Samuel Vitor Assis Machado de Santos, Wellington Felipe dos Costa, Carla Aparecida Resende, Evelyn Bastos Moraes-Siqueira, Julia Soares de Ferreira, Janaína Piza Andrade, Juliana Mafra Salgado |
| author2_role |
author author author author author author author author |
| dc.contributor.author.fl_str_mv |
Aversi-Ferreira, Tales Alexandre Cordeiro-de-Oliveira, Karolyne Lima, Samuel Vitor Assis Machado de Santos, Wellington Felipe dos Costa, Carla Aparecida Resende, Evelyn Bastos Moraes-Siqueira, Julia Soares de Ferreira, Janaína Piza Andrade, Juliana Mafra Salgado |
| dc.subject.por.fl_str_mv |
Active methodology New technologies for teaching Mathematical modeling Graduate teaching. Metodología activa Nuevas tecnologías de enseñanza Modelización matemática Docencia de posgrado. Metodologia ativa Novas tecnologias de ensino Modelagem matemática Ensino de pós-graduação. |
| topic |
Active methodology New technologies for teaching Mathematical modeling Graduate teaching. Metodología activa Nuevas tecnologías de enseñanza Modelización matemática Docencia de posgrado. Metodologia ativa Novas tecnologias de ensino Modelagem matemática Ensino de pós-graduação. |
| description |
Difficulties with adequately teaching mathematics is a challenge not yet overcome by teachers. It is an important subject that directly involves educators and teachers, and indirectly society. New proposals for teaching mathematics have not been completely implemented and must be tested among the many levels of student life. One possibility for bringing teachers in accord with new teaching strategies is by pedagogical development, such as attending specific courses for teaching, to at least become aware of new methodologies and to learn how to apply them. The purpose of this work was to analyze the use of the Mathematical Modeling methodology in a course offered in a graduate Environmental Sciences curriculum using the active methodologies. The aim was to assess the development of cognitive abilities, favoring reflection and questioning into mathematical modeling, that occurred during remote teaching due to the pandemic. A structured questionnaire was given to students and the responses were used to interpretate their perception of the discipline/course and active methodology proposed. The problems cited by other authors, such as limited time and a culture engrained in traditional teaching, were observed by the present study, indicating the need in to introduce mathematical modeling and problem solving in the initial phases of teaching mathematics. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021-05-19 |
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://rsdjournal.org/index.php/rsd/article/view/15223 10.33448/rsd-v10i6.15223 |
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https://rsdjournal.org/index.php/rsd/article/view/15223 |
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10.33448/rsd-v10i6.15223 |
| dc.language.iso.fl_str_mv |
eng |
| language |
eng |
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https://rsdjournal.org/index.php/rsd/article/view/15223/13812 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
| dc.publisher.none.fl_str_mv |
Research, Society and Development |
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Research, Society and Development |
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Research, Society and Development; Vol. 10 No. 6; e2310615223 Research, Society and Development; Vol. 10 Núm. 6; e2310615223 Research, Society and Development; v. 10 n. 6; e2310615223 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
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Universidade Federal de Itajubá (UNIFEI) |
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Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
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