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Start Over Topic algebra Publication Year Range Last 3 years Region mexico
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1. Proceedings of the International Association for Development of the Information Society (IADIS) International Conferences on e-Society (ES 2024, 22nd) and Mobile Learning (ML 2024, 20th) (Porto, Portugal, March 9-11, 2024)

Author

International Association for Development of the Information Society (IADIS), Piet Kommers, Inmaculada Arnedillo Sánchez, Pedro Isaías, Piet Kommers, Inmaculada Arnedillo Sánchez, Pedro Isaías, and International Association for Development of the Information Society (IADIS)

Abstract

These proceedings contain the papers and posters of the 22nd International Conference on e-Society (ES 2024) and 20th International Conference on Mobile Learning (ML 2024), organised by the International Association for Development of the Information Society (IADIS) in Porto, Portugal, during March 9-11, 2024. The e-Society 2024 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2024 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 185 submissions from more than 25 countries. In addition to the papers' presentations, the conferences also feature two keynote presentations. [Individual papers are indexed in ERIC.]

Published
2024

2. Promoting Covariational Reasoning with the Aid of Digital Technology = Promoviendo el razonamiento covariacional con apoyo de la Tecnología digital

Author

Pérez Martínez, Helen Mariel, Cuevas-Vallejo, Carlos A., Islas Ortiz, Erasmo, and Orozco-Santiago, José

Abstract

In this paper, we present the development of an investigation on the promotion of covariational reasoning in high school students (14-15 years old) in Mexico. The study consists of designing and applying a sequence of didactic activities that simulate a real situation virtually. The activities are organized through a Hypothetical Learning Trajectory supported by digital technology and elements of Cuevas-Pluvinage didactics. The activities were evaluated according to the levels of covariation proposed by Carlson and colleagues, categorizing students' achievements and difficulties for each level of understanding. The results show that the activities favor students' progress by moving from the context situation to the different representations, establishing the relationship between the variables, and identifying their functional dependence. [For the complete proceedings, see ED630210.]

Published
2022

3. Undergraduate Students' Conceptions about Complex Numbers: A Trajectory of Their Mental Structures

Author

Caro, Diana García, García, Carlos Valenzuela, Sanz, María T., and González, María S. García

Abstract

This paper describes the conceptions about complex numbers that a group of university students has, these were built from the application of an activity sequence centered on these numbers. This sequence is based on the APOS theory, some aspects of semiotic representation theory, and the use of digital technology. Particularly, both the general results of a pretest and a posttest are shown and compared. Additionally, the example of a student is analyzed to show evidence of how the mental structures and mechanisms that define the students' conceptions are built through the implementation of the sequence. The results show how the activity sequence allowed students to coordinate algebraic and geometric processes on complex numbers to improve their conceptions. [For the complete proceedings, see ED630210.]

Published
2022

4. Undergraduate Students' Emotions around a Linear Algebra Oral Practice Test

Author

González Peralta, Angelina G. and Aguilar, Mario Sánchez

Abstract

Educational research has reported different benefits related to the use of practice tests. In the case of the teaching and learning of mathematics, evidence has been found that the use of practice tests is associated with an improved performance in standardized tests. However, it is less known about the emotions that students experience during such practice tests. This paper reports on a study on the use of practice test in mathematics instruction at the undergraduate level, which focuses on exploring students' emotions during a practice test for linear algebra. 78 students answered a questionnaire one day after having participated in an oral practice test on linear algebra. The results suggest that before the practice test nervousness was predominant among students, but this emotion decreases as the activity progresses.

Published
2023

5. Coordinating Invisible and Visible Sameness within Equivalence Transformations of Numerical Equalities by 10- to 12-Year-Olds in Their Movement from Computational to Structural Approaches

Author

Kieran, Carolyn and Martínez-Hernández, Cesar

Abstract

"They are the same" is a phrase that teachers often hear from their students in arithmetic and algebra. But what do students mean when they say this? The present paper researches the notion of sameness within algebraic thinking in the context of generating equivalent numerical equalities. A group of Grade 6 Mexican students (10- to 12-year-olds) was presented with tasks that required transforming the given numerical equalities in such a way as to show their truth-value. The students initially indicated this by calculating and demonstrating that the total was the same on both sides. When asked not to calculate, their approaches evolved into more structural transformations involving decomposition so as to arrive at an equality with the same expression on each side. Students used the language of sameness--both visible and invisible--to describe the truth-value of their transformed expressions and equalities. The visible sameness referred to the resulting identical form of each side of the equality and the invisible sameness to the top-down equivalences that they had generated by their decomposing transformations--both types of sameness being characterized by their hidden numerical values. These findings suggest implications for transitioning to the algebraic domain of equations with their similarly hidden values.

Published
2022
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