Special Issue "Active Methodologies for the Promotion of Mathematical Learning"

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

Deadline for manuscript submissions: 31 October 2020.

Special Issue Editors

Prof. Dr. Francisco D. Fernández-Martín
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Guest Editor
Department of Developmental and Educational Psychology, University of Granada, Spain
Interests: Program evaluation; Plurilingual education; Peer learning; Entrepreneurship education; Bullying behavior; Service learning; Civic engagement; Inclusive education; Counseling; Elderly education; Special educational needs
Dr. José-María Romero-Rodríguez
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Guest Editor
Head of Association for Research and Promotion of Education in the Digital Society – PROMOEDUCA, Granada, Spain
Interests: educational technology; teacher training; higher education; sustainability education; social networks; educational innovation; active methodologies; Internet risks; mobile learning.
Special Issues and Collections in MDPI journals
Dr. Gerardo Gómez-García
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Guest Editor
Department of Didactics and School Organization, University of Granada, Granada, Spain
Interests: E-Learning; Innovation; ICT; Digital Literacy; Flip Teaching; Fake News; Informational Literacy
Dr. Magdalena Ramos Navas-Parejo
Website
Guest Editor
Department of Didactics and School Organization, University of Granada, Granada, Spain

Special Issue Information

Dear Colleagues,

In recent years, the way of teaching has been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while a teacher acts as that figure who facilitates and glimpses the paths to learning. To be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among them, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction and, therefore, highlights the need for its dynamization in classrooms of different educational stages.

Based on these ideas, the present issue of the journal Mathematics entitled “Active Methodologies for the Promotion of Mathematical Learning” aims to bring together studies and research as well as theoretical contributions that exemplify and support good educational practices in which active methodologies have been used in the mathematics classroom. Scientific contributions will be accepted under the following mathematics: active methodologies (project-based learning, problem-based learning, flipped classroom, gamification, mobile learning); active learning approaches (simulation and role-playing, learning through video games, active use of social networks to improve mathematical content, educational video etc.); application of emerging technological resources in the mathematics classroom (augmented reality, virtual reality, robotics, etc.); works from a systematic or theoretical approach.

Overseeing this Special Issue are the Guest Editors Francisco D. Fernández-Martín PhD from the Department of Developmental and Educational Psychology of the University of Granada, José-María Romero-Rodríguez (Head of Centre) MEd from the Association for Research and Promotion of Education in the Digital Society—PROMOEDUCA, Gerardo Gómez-García MEd from Department of Didactics and School Organization of the University of Granada and Magdalena Ramos Navas-Parejo, MEd from Department of Didactics and School Organization of the University of Granada. All with extensive publishing experience and multiple publications of high impact linked to teaching innovation and improvement of its quality. We look forward to seeing this Special Issue come to fruition, together with your contributions and perspectives on this topic.

Prof. Dr. Francisco D. Fernández-Martín
Dr. José-María Romero-Rodríguez
Dr. Gerardo Gómez-García
Dr. Magdalena Ramos Navas-Parejo
Guest Editors

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 papers will be 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 monthly 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 1200 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

  • mathematical education
  • active methodologies
  • educational innovation
  • flipped classroom
  • mobile learning
  • gamification
  • information and communication technologies
  • emerging technologies
  • good practices in mathematics education

Published Papers (1 paper)

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Research

Open AccessArticle
E-Learning in the Teaching of Mathematics: An Educational Experience in Adult High School
Mathematics 2020, 8(5), 840; https://doi.org/10.3390/math8050840 - 22 May 2020
Abstract
Currently, the e-learning method, due to the period of confinement that is occurring due to COVID-19, has increased its use and application in the teaching and learning processes. The main objective of this research is to identify the effectiveness of the e-learning method [...] Read more.
Currently, the e-learning method, due to the period of confinement that is occurring due to COVID-19, has increased its use and application in the teaching and learning processes. The main objective of this research is to identify the effectiveness of the e-learning method in the teaching of mathematics with adults who are in high school, in contrast to the traditional expository method. The study developed is quantitative, descriptive and correlational. The research design is quasi-experimental, with a control group and an experimental group. The results show that the use of the e-learning method has a positive influence on motivation, autonomy, participation, mathematical concepts, results and grades. It can be concluded that the e-learning method leads to improvement in adult students who are studying the mathematical subject in the educational stage of high school, provided that it is compared with the expository method. Therefore, this method is considered effective for its implementation in adults. Full article
(This article belongs to the Special Issue Active Methodologies for the Promotion of Mathematical Learning)
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