Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00053
Carmen Palomino, J. Soto, Wilfredo Soto, Manuel J. Ibarra, Mario Aquino, Vladimiro Ibañez
This research work aims to use solar energy instead of conventional electric power for the operation of a mini-server and a virtual classroom, especially in schools where there is no electricity or in those that want to save the payment for the consumption of electric power. The system was tested by 32 classroom teachers from 4 schools in the province of Abancay in Apurímac-Perú. In each school, teachers were trained in the installation of the equipment: the mini-server and the Access Point, both devices are connected to the solar panel and work with 5V and 12V respectively. In normal climatic conditions, the equipment works continuously and without problems for 24 hours. They were also trained in the use and management of the mini-server, in the administration of the virtual classroom and in the creation of educational materials, especially for the area of mathematics. The results show that the monthly electric power consumption of the mini-server is 2.88 Kw/h and in conventional server is 67.68 Kw/h., Therefore, it has been significantly reduced in the consumption of energy; in addition to the cost, the school would have to pay 113.35 dollars annually for electric power consumption of a conventional server and with the mini-server the cost would be zero. Finally, the teachers are satisfied with the operation of the mini-server.
{"title":"Green Computing and ICT Integration in the Classroom in Rural Schools without Internet Connection","authors":"Carmen Palomino, J. Soto, Wilfredo Soto, Manuel J. Ibarra, Mario Aquino, Vladimiro Ibañez","doi":"10.1109/LACLO49268.2019.00053","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00053","url":null,"abstract":"This research work aims to use solar energy instead of conventional electric power for the operation of a mini-server and a virtual classroom, especially in schools where there is no electricity or in those that want to save the payment for the consumption of electric power. The system was tested by 32 classroom teachers from 4 schools in the province of Abancay in Apurímac-Perú. In each school, teachers were trained in the installation of the equipment: the mini-server and the Access Point, both devices are connected to the solar panel and work with 5V and 12V respectively. In normal climatic conditions, the equipment works continuously and without problems for 24 hours. They were also trained in the use and management of the mini-server, in the administration of the virtual classroom and in the creation of educational materials, especially for the area of mathematics. The results show that the monthly electric power consumption of the mini-server is 2.88 Kw/h and in conventional server is 67.68 Kw/h., Therefore, it has been significantly reduced in the consumption of energy; in addition to the cost, the school would have to pay 113.35 dollars annually for electric power consumption of a conventional server and with the mini-server the cost would be zero. Finally, the teachers are satisfied with the operation of the mini-server.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129981770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/laclo49268.2019.00060
Virginia Rodés-Paragarino, Patricia Díaz, Carina Patrón, Alicia Díaz-Costoff, M. Podetti, Ana de Souza, Regina Motz-Carrano, Camila García
This communication introduces the current implementation of the Inclusive Innovation Project "Digitization of Libraries within the framework of the Marrakesh Treaty (BIDYA 2)" developed at Universidad de la República, Uruguay. The aims of the project are: 1) development of library digitization and accessibility methodologies; 2) federation of accessible libraries; 3) information literacy for users of accessible digital libraries; and 4) strategies for the adoption of Accessible Digital Library by university communities. BIDYA 2 seeks to contribute to inclusive education, favoring the transit and permanence of students in educational centers by making access to accessible bibliography available. These developments, since they are the first to be implemented within the framework of the Marrakesh Treaty, will contribute to establishing good practices and guidelines for the development of similar initiatives at the national, regional and international levels.
{"title":"Digital and Accessible Library: Inclusive Innovation for the Digitization of Educational Materials and Libraries","authors":"Virginia Rodés-Paragarino, Patricia Díaz, Carina Patrón, Alicia Díaz-Costoff, M. Podetti, Ana de Souza, Regina Motz-Carrano, Camila García","doi":"10.1109/laclo49268.2019.00060","DOIUrl":"https://doi.org/10.1109/laclo49268.2019.00060","url":null,"abstract":"This communication introduces the current implementation of the Inclusive Innovation Project \"Digitization of Libraries within the framework of the Marrakesh Treaty (BIDYA 2)\" developed at Universidad de la República, Uruguay. The aims of the project are: 1) development of library digitization and accessibility methodologies; 2) federation of accessible libraries; 3) information literacy for users of accessible digital libraries; and 4) strategies for the adoption of Accessible Digital Library by university communities. BIDYA 2 seeks to contribute to inclusive education, favoring the transit and permanence of students in educational centers by making access to accessible bibliography available. These developments, since they are the first to be implemented within the framework of the Marrakesh Treaty, will contribute to establishing good practices and guidelines for the development of similar initiatives at the national, regional and international levels.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132347536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00024
Valéria Farinazzo Martins, C. Amato, Maria Amélia Eliseo, C. Silva, Mariana Cardozo Herscovici, S. Oyelere, I. Silveira
In order to contribute to the increasing inclusion of people who have been for a long time out of society, it is possible to construct accessible didactic material for specific audiences, such as for the elderly. This article aims to contribute to the area of accessibility by presenting recommendations for authors of didactic material that are not specialists in ICT in the construction of accessible material intended for this elderly public
{"title":"Accessibility Recommendations for Creating Digital Learning Material for Elderly","authors":"Valéria Farinazzo Martins, C. Amato, Maria Amélia Eliseo, C. Silva, Mariana Cardozo Herscovici, S. Oyelere, I. Silveira","doi":"10.1109/LACLO49268.2019.00024","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00024","url":null,"abstract":"In order to contribute to the increasing inclusion of people who have been for a long time out of society, it is possible to construct accessible didactic material for specific audiences, such as for the elderly. This article aims to contribute to the area of accessibility by presenting recommendations for authors of didactic material that are not specialists in ICT in the construction of accessible material intended for this elderly public","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"68 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114122268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00021
Oscar M. Salazar, D. Ovalle, F. de la Prieta
The e-assessment is a crucial process that allows to validate the previous state of knowledge acquired by the student, as well as to monitor his/her progress and/or validate the level of knowledge obtained by him/her at the end of the learning process. The aim of this paper is to propose a fuzzy inference model for determining the difficulty level of e-assessment questions within adaptive instructional systems, thus allowing to integrate and analyze key features of the questions properly matching with the student's cognitive profile for an appropriate question selection. In order to validate the model a prototype was built and tested through a case study. Results obtained demonstrate the effectiveness of the proposed fuzzy inference model for adaptive e-assessment instructional systems.
{"title":"Fuzzy Inference Model for Determining the Question Difficulty Level within Adaptive e-Assessment Instructional Systems","authors":"Oscar M. Salazar, D. Ovalle, F. de la Prieta","doi":"10.1109/LACLO49268.2019.00021","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00021","url":null,"abstract":"The e-assessment is a crucial process that allows to validate the previous state of knowledge acquired by the student, as well as to monitor his/her progress and/or validate the level of knowledge obtained by him/her at the end of the learning process. The aim of this paper is to propose a fuzzy inference model for determining the difficulty level of e-assessment questions within adaptive instructional systems, thus allowing to integrate and analyze key features of the questions properly matching with the student's cognitive profile for an appropriate question selection. In order to validate the model a prototype was built and tested through a case study. Results obtained demonstrate the effectiveness of the proposed fuzzy inference model for adaptive e-assessment instructional systems.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123416418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00059
Gonzalo Cameto, A. Carboni, Víctor Koleszar, M. Méndez, G. Tejera, Marcos Viera, Javier Wagner
Is there a recommended language to start in the world of programming? Does the teaching of programming facilitate the learning of other scientific subjects? Is it possible to take advantage of the relationship that exists between mathematics and computing for the mutual benefit of their teaching? The MateFun project arises with the intention of approaching disciplines that intersect in the field of education, based on the transversality of information and communication technologies with respect to Engineering, Communications, Psychology, Teaching, and Pedagogy. In Uruguay, computer courses are increasingly being integrated into curricular content, since learning to program seems to be part of the skills needed for today’s people. However, programming, in general, is absent in mathematics teaching, contrary to the inherent relationship of both. Also, according to 2017 data from the Educational Monitor of the National Administration of Public Education of Uruguay, Mathematics is the least approved subject of the basic secondary cycle. MateFun is a functional programming language, accessible from a web application, especially aimed at math functions learning. It is intended that through MateFun the learning of programming strengthens the appropriation of the concept of a mathematical function, at the same through this project we seek to generate scientific evidence of the transfer or the contributions of programming learning to math. Results of our first intervention show that the adolescents who experimented with MateFun had at least similar performance to those who learned functions by traditional methods, but also acquired basic knowledge of functional programming. In addition, teacher perception of Matefun group performance was significantly greater than those of the control group only during the intervention.
{"title":"Using Functional Programming to Promote Math Learning","authors":"Gonzalo Cameto, A. Carboni, Víctor Koleszar, M. Méndez, G. Tejera, Marcos Viera, Javier Wagner","doi":"10.1109/LACLO49268.2019.00059","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00059","url":null,"abstract":"Is there a recommended language to start in the world of programming? Does the teaching of programming facilitate the learning of other scientific subjects? Is it possible to take advantage of the relationship that exists between mathematics and computing for the mutual benefit of their teaching? The MateFun project arises with the intention of approaching disciplines that intersect in the field of education, based on the transversality of information and communication technologies with respect to Engineering, Communications, Psychology, Teaching, and Pedagogy. In Uruguay, computer courses are increasingly being integrated into curricular content, since learning to program seems to be part of the skills needed for today’s people. However, programming, in general, is absent in mathematics teaching, contrary to the inherent relationship of both. Also, according to 2017 data from the Educational Monitor of the National Administration of Public Education of Uruguay, Mathematics is the least approved subject of the basic secondary cycle. MateFun is a functional programming language, accessible from a web application, especially aimed at math functions learning. It is intended that through MateFun the learning of programming strengthens the appropriation of the concept of a mathematical function, at the same through this project we seek to generate scientific evidence of the transfer or the contributions of programming learning to math. Results of our first intervention show that the adolescents who experimented with MateFun had at least similar performance to those who learned functions by traditional methods, but also acquired basic knowledge of functional programming. In addition, teacher perception of Matefun group performance was significantly greater than those of the control group only during the intervention.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121680113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00018
Maria Del Carmen Guadalupe Chude, Leonardo Gonçalves Lago, Evandro Cleber da Silva
This article describes a model of approach to STEM education in the perspective of educational innovation based on professional teacher development. The conception of the STEM Expansions Program, set in a Community of Practice formed by educators of formal and non-formal education Institutions in Brazil, is articulated with concrete practice in the school, because we understand that professional development is only effective through reflection of practice and sustains the evolution of school culture. The STEM Expansions model implemented with students treats addresses the integration of STEM areas as a means of bringing real problems within the school and to go beyond simply assembling a technological device or solving the challenges associated with it, expanding to other áreas of the curriculum in a transdisciplinary perspective and maintain the focus on the formation of critical and ethical thinking, especially in the relationships between science, technology and society.
{"title":"STEM Expansions: a Model of Approach to STEM Education in the Perspective of Educational Innovation and Teacher Professional Development","authors":"Maria Del Carmen Guadalupe Chude, Leonardo Gonçalves Lago, Evandro Cleber da Silva","doi":"10.1109/LACLO49268.2019.00018","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00018","url":null,"abstract":"This article describes a model of approach to STEM education in the perspective of educational innovation based on professional teacher development. The conception of the STEM Expansions Program, set in a Community of Practice formed by educators of formal and non-formal education Institutions in Brazil, is articulated with concrete practice in the school, because we understand that professional development is only effective through reflection of practice and sustains the evolution of school culture. The STEM Expansions model implemented with students treats addresses the integration of STEM areas as a means of bringing real problems within the school and to go beyond simply assembling a technological device or solving the challenges associated with it, expanding to other áreas of the curriculum in a transdisciplinary perspective and maintain the focus on the formation of critical and ethical thinking, especially in the relationships between science, technology and society.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123132424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00036
Pedro David Netto Silveira, D. Cury, Crediné Silva de Menezes
Technologies have transformed many things in our daily lives, from simple activities, like purchasing goods, to complex tasks, like learning. As a result of the immersion in digital culture, there is a tendency in our society to move towards a digital school, where learners will be able to benefit from someone else's learning, in and out of brick and mortar schools, aided by computers. With so many different ways of virtual interaction, ideas arise but are lost in the flood of information available on existing networks. However, individuals who interact within this environment or with others individuals, are often oblivious to being in a learning ecosystem. We are living a technological age from the perspective of a digital culture, in view of this, a learning ecosystem in digital culture can be defined as the union of agents humans or synthetics, with environment in which cognition occurs through the interactions. This article presents a conceptual metamodel from which we can define formal learning ecosystem models. In addition, we also present an instance of the metamodel in the form of an ubiquitous software architecture. The general idea is to get individuals freed from the limits imposed by the traditional Virtual Learning Environments.
{"title":"From VLE to Learning Ecosystems: Exploring a Conceptual Model","authors":"Pedro David Netto Silveira, D. Cury, Crediné Silva de Menezes","doi":"10.1109/LACLO49268.2019.00036","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00036","url":null,"abstract":"Technologies have transformed many things in our daily lives, from simple activities, like purchasing goods, to complex tasks, like learning. As a result of the immersion in digital culture, there is a tendency in our society to move towards a digital school, where learners will be able to benefit from someone else's learning, in and out of brick and mortar schools, aided by computers. With so many different ways of virtual interaction, ideas arise but are lost in the flood of information available on existing networks. However, individuals who interact within this environment or with others individuals, are often oblivious to being in a learning ecosystem. We are living a technological age from the perspective of a digital culture, in view of this, a learning ecosystem in digital culture can be defined as the union of agents humans or synthetics, with environment in which cognition occurs through the interactions. This article presents a conceptual metamodel from which we can define formal learning ecosystem models. In addition, we also present an instance of the metamodel in the form of an ubiquitous software architecture. The general idea is to get individuals freed from the limits imposed by the traditional Virtual Learning Environments.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115654507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00028
César Trelles-Zambrano, Ximena Toalongo, Neli Gonzáles
The present work exposes the main results of the application of a linear programming activity through the use of Geogebra software developed with future teachers of mathematics, this activity has been designed under the approach of the Theory of the Didactic Situations. The objective of the activity was to determine how the use of Geogebra software can influence the better understanding of mathematical knowledge related to linear programming in future teachers. The results show that the design of an appropriate activity in combination with the use of software offer great advantages both to teachers and students to acquire and consolidate the main mathematical knowledge.
{"title":"Implementation of a Didactic Situation of Linear Programming Through Geogebra Software","authors":"César Trelles-Zambrano, Ximena Toalongo, Neli Gonzáles","doi":"10.1109/LACLO49268.2019.00028","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00028","url":null,"abstract":"The present work exposes the main results of the application of a linear programming activity through the use of Geogebra software developed with future teachers of mathematics, this activity has been designed under the approach of the Theory of the Didactic Situations. The objective of the activity was to determine how the use of Geogebra software can influence the better understanding of mathematical knowledge related to linear programming in future teachers. The results show that the design of an appropriate activity in combination with the use of software offer great advantages both to teachers and students to acquire and consolidate the main mathematical knowledge.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122953120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00027
Eliana E. Gallardo-Echenique, Luis Marqués Molías, Oscar D. Gomez Cruz, Ricardo De Lira Cruz
Within the framework of the international research project "Digital Learners in Higher Education" that investigate how university learners in different institutional contexts and cultures think about digital technologies and how they use them in their social and educational lives. This study aims to culturally adapt and validate a questionnaire prepared in another country to gain insights into how first year university students communicate and their general study habits, through digital technologies, at the "Universidad Autónoma de Chiapas (UNACH)" in Mexico.
在“高等教育中的数字学习者”国际研究项目的框架内，该项目调查了不同制度背景和文化下的大学学习者如何看待数字技术，以及他们如何在社会和教育生活中使用数字技术。本研究的目的是在文化上调整和验证在另一个国家准备的问卷，以深入了解墨西哥“Universidad Autónoma de Chiapas (UNACH)”大学一年级学生如何通过数字技术交流和他们的一般学习习惯。
{"title":"Cross-Cultural Adaptation and Validation of the \"Student Communication & Study Habits\" Questionnaire to the Mexican Context","authors":"Eliana E. Gallardo-Echenique, Luis Marqués Molías, Oscar D. Gomez Cruz, Ricardo De Lira Cruz","doi":"10.1109/LACLO49268.2019.00027","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00027","url":null,"abstract":"Within the framework of the international research project \"Digital Learners in Higher Education\" that investigate how university learners in different institutional contexts and cultures think about digital technologies and how they use them in their social and educational lives. This study aims to culturally adapt and validate a questionnaire prepared in another country to gain insights into how first year university students communicate and their general study habits, through digital technologies, at the \"Universidad Autónoma de Chiapas (UNACH)\" in Mexico.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125990577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00068
Neli Gonzáles, César Trelles
This article shows the experience of a mathematical modeling activity presented using the Tinker Plots software. It applies to 42 students of around 15 years, at the level of first of the Unified General Baccalaureate (BGU) of two public educational institutions of Ecuador. This proposal aims to report the advantages or disadvantages of using modeling as a methodology in classrooms since the Ecuadorian Curriculum is requested to manage it. The results obtained show the improvement in motivation when using technology, as well as several proposals for solutions according to their points of view, reflection and analysis, which shows that in reality there are situations that can be resolved in different ways.
{"title":"Mathematical Modeling and Tinker Plots in Solving Problems","authors":"Neli Gonzáles, César Trelles","doi":"10.1109/LACLO49268.2019.00068","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00068","url":null,"abstract":"This article shows the experience of a mathematical modeling activity presented using the Tinker Plots software. It applies to 42 students of around 15 years, at the level of first of the Unified General Baccalaureate (BGU) of two public educational institutions of Ecuador. This proposal aims to report the advantages or disadvantages of using modeling as a methodology in classrooms since the Ecuadorian Curriculum is requested to manage it. The results obtained show the improvement in motivation when using technology, as well as several proposals for solutions according to their points of view, reflection and analysis, which shows that in reality there are situations that can be resolved in different ways.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133059731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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