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Mathematics
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Mathematics as a Language and Other Languages for Learning Supported...
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Mathematics as a Language and Other Languages for Learning Supported with ICT

A special issue of Mathematics (ISSN 2227-7390). This special issue belongs to the section "Mathematics and Computer Science".

Deadline for manuscript submissions: closed (30 April 2021) | Viewed by 19379

Special Issue Editor

Dr. Joaquín Paredes

E-Mail Website
Guest Editor
Faculty of Teacher Education, Universidad Autónoma de Madrid, 28049 Madrid, Spain
Interests: educational uses of ICT; digital literacy; change in education

Special Issue Information

Dear Colleagues,

The aim of this Special Issue is to publish original research articles that cover recent advances in mathematics as a language and other languages for learning supported with ICT. The focus will especially be on educational research about settings and applications linked to languages and ICT in various research areas, such as mathematics, didactics, music, arts, foreign languages, and others.

Potential topics include but are not limited to the following:

  • Institutional and environmental settings required to develop learning through a language
  • Student difficulties to learn through a language
  • “Translations” and support provided by software and ICT
  • Inter-disciplinary and multi-linguistic approaches to learning

Dr. Joaquín Paredes
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Mathematics is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Mathematics education
  • Language instruction
  • Music
  • Classroom techniques
  • Computer uses in education

Published Papers (4 papers)

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Research

11 pages, 1294 KiB  
Article
SIAM—Colombia MMC: A Challenge-Based Math Modeling Learning Strategy
by Rafael Alberto Méndez-Romero, Diana H. Bueno-Carreño, Carlos Díez-Fonnegra and Johan Manuel Redondo
Mathematics 2021, 9(13), 1565; https://doi.org/10.3390/math9131565 - 3 Jul 2021
Cited by 1 | Viewed by 3271
Abstract
The math modeling challenge CoSIAM is a competition based on interdisciplinary collaborative work challenges. This research seeks to demonstrate the value of this type of challenge-based competition as a learning strategy outside the classroom. Based on data, we conducted a qualitative study on [...] Read more.
The math modeling challenge CoSIAM is a competition based on interdisciplinary collaborative work challenges. This research seeks to demonstrate the value of this type of challenge-based competition as a learning strategy outside the classroom. Based on data, we conducted a qualitative study on the perception of the participants in the last three versions of the mathematical modeling challenge, in terms of the learning achieved, the benefits of their participation, the knowledge and skills they brought into play, and the change in their conception of modeling. The participants were undergraduate and graduate students in mathematics and other areas, from several Colombian and Mexican universities. The research yielded results in three directions. The first is related to the advantages and limitations of teamwork, the second explores the learning that arises from this experience, and the third is oriented to the disciplinary knowledge mobilized for the solution of this type of problematic situation. The study allowed concluding, among other issues, that learning based on interdisciplinary problem solving, formulated from a global perspective, enhances the acquisition of valuable skills for the participants. Full article
(This article belongs to the Special Issue Mathematics as a Language and Other Languages for Learning Supported with ICT)
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26 pages, 3494 KiB  
Article
The Creative Act in the Dialogue between Art and Mathematics
by Andrés F. Arias-Alfonso and Camilo A. Franco
Mathematics 2021, 9(13), 1517; https://doi.org/10.3390/math9131517 - 29 Jun 2021
Cited by 1 | Viewed by 6022
Abstract
This study was developed during 2018 and 2019, with 10th- and 11th-grade students from the Jose Maria Obando High School (Fredonia, Antioquia, Colombia) as the target population. Here, the “art as a method” was proposed, in which, after a diagnostic, three moments were [...] Read more.
This study was developed during 2018 and 2019, with 10th- and 11th-grade students from the Jose Maria Obando High School (Fredonia, Antioquia, Colombia) as the target population. Here, the “art as a method” was proposed, in which, after a diagnostic, three moments were developed to establish a dialogue between art and mathematics. The moments include Moment 1: introduction to art and mathematics as ways of doing art, Moment 2: collective experimentation, and Moment 3: re-signification of education as a model of experience. The methodology was derived from different mathematical-based theories, such as pendulum motion, centrifugal force, solar energy, and Chladni plates, allowing for the exploration of possibilities to new paths of knowledge from proposing the creative act. Likewise, the possibility of generating a broad vision of reality arose from the creative act, where understanding was reached from logical-emotional perspectives beyond the rational vision of science and its descriptions. Full article
(This article belongs to the Special Issue Mathematics as a Language and Other Languages for Learning Supported with ICT)
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13 pages, 8829 KiB  
Article
Educational Technologies and Their Application to Music Education: An Action-Research Study in an Ecuadorian University
by Oscar-Elías Bolívar-Chávez, Joaquín Paredes-Labra, Yury-Vladimir Palma-García and Yessenia-Anabel Mendieta-Torres
Mathematics 2021, 9(4), 412; https://doi.org/10.3390/math9040412 - 20 Feb 2021
Cited by 14 | Viewed by 3609
Abstract
Information and Communication Technologies (ICT) are tools that are part of the process of teaching and learning music. These didactic/pedagogical resources are widely used by teachers. They strengthen, motivate, and increase the student’s interest in learning. This study is an action-research (AR). It [...] Read more.
Information and Communication Technologies (ICT) are tools that are part of the process of teaching and learning music. These didactic/pedagogical resources are widely used by teachers. They strengthen, motivate, and increase the student’s interest in learning. This study is an action-research (AR). It involves 12 teachers and 68 students in the subject of music education in an Ecuadorian university. A Holistic and Technological Model of Music Education (HTMME) was generated. The performance of the plan was evaluated by means of an original questionnaire and qualitative work. The AR procedure involved an analysis of data at the end of each implementation cycle. The appreciation of the new model was very positive. With the methodology implemented, new teaching experiences and relevant learning for students were achieved. Learning music with ICT induces creative-musical processes in students. Full article
(This article belongs to the Special Issue Mathematics as a Language and Other Languages for Learning Supported with ICT)
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21 pages, 1347 KiB  
Article
Primary and Secondary Students’ Usage of Digital Platforms for Mathematics Learning during the COVID-19 Outbreak: The Case of the Gaza Strip
by José M. Marbán, Eqbal Radwan, Afnan Radwan and Walaa Radwan
Mathematics 2021, 9(2), 110; https://doi.org/10.3390/math9020110 - 6 Jan 2021
Cited by 18 | Viewed by 5256
Abstract
During the outbreak of the COVID-19 pandemic, digital learning has reshaped mathematics education in different ways. In particular, different social media platforms have acquired an unforeseen prominence as a way to enhance mathematics learning and to model somehow the face-to-face classroom interactions abruptly [...] Read more.
During the outbreak of the COVID-19 pandemic, digital learning has reshaped mathematics education in different ways. In particular, different social media platforms have acquired an unforeseen prominence as a way to enhance mathematics learning and to model somehow the face-to-face classroom interactions abruptly interrupted. How primary and secondary students have reacted or responded to these changes in the initial learning conditions is the main aim of this study. With this purpose in mind data was collected from 3179 students from the Gaza Strip by means of a validated rating scale and then a cluster analysis approach was applied that revealed the existence of three clusters. K-means cluster analysis was applied to analyze data as an exploratory approach to identify structures within the data. Also, chi-square was applied to identify differences between the clusters with regard to demographic characteristics. Regarding the grouping of participants in clusters the analysis performed lead to the identification of three clusters: Cluster 1, 2 and 3 had 2001, 824 and 354 cases, respectively. These clusters were grouped depending on employ social media platforms used by the students to reinforcement their mathematics learning. Participants in Cluster 3 exhibited the highest proficiency in the usage of social media for mathematics learning as compared to those in Cluster 1 and Cluster 2. This means that students in cluster 1 are more likely to exhibit negative attitudes and low levels in the skills related to using digital technology and the employment of social media in mathematics learning. The results showed that there were no significant differences between cluster-groups with regard to gender, age, and type of school. In contrast, significant differences were found among the three clusters with regards to the educational level of parents and the economic status of the family. However, the overall results show that digital learning is considered a positive response to the school closure in the time of the COVID-19 outbreak. Full article
(This article belongs to the Special Issue Mathematics as a Language and Other Languages for Learning Supported with ICT)
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