Special Issue "New trends in Mathematics Learning"

A special issue of Mathematics (ISSN 2227-7390).

Deadline for manuscript submissions: 31 July 2019

Special Issue Editors

Guest Editor
Prof. Dr. Ángel Alberto Magreñán

Department of Mathematics and Computation, University of La Rioja, Madre de Dios 53, 26006 Logroño, La Rioja, Spain
Website | E-Mail
Interests: applied mathematics; mathematical problems; new trends in mathematical education; E-learning
Guest Editor
Prof. Lara Orcos

Department Mathematical Education, International University of La Rioja, Avenida de La Paz 137, 26002 Logroño, La Rioja, Spain
Website | E-Mail
Interests: new trends in mathematical education; E-Learning; information and communication technologies (ICTs) applied to science learning, science, technology, engineering and mathematics (STEM)

Special Issue Information

Dear Colleagues,

Throughout history, teaching mathematics has been complicated, since there are many problems that we have to face, such as motivation, conceptual problems, the abstraction of the language used, etc. For that reason, many professors focus their efforts on the improvement of the teaching–learning process. Moreover, with the growth in the number of subjects related to mathematics present in different university and master's degrees, the number of problems that appear in the classroom has also risen.

Thanks to the available technological tools and the Internet, we have a way to offer students a much more dynamic and meaningful learning process than with traditional media. For example, there are massive open online courses (MOOCs) or even apps developed by teachers that make the teaching process continuous.

On the other hand, the model of blended or online learning has been growing in recent times, which gives us another new way to modify teaching techniques, according to societal demands, that advocate for autonomous work—for example, dynamic problems with autocorrection that students can solve in any place with their phones or tablets.

Furthermore, the use of social media and social networks, such as Twitter or even Instagram, has increased in the classroom, since they give another way to improve the acquisition of mathematical competence.

In this Special Issue, we want to give the chance to share several techniques and experiences in mathematics to be shared with and to help other teachers.

The topics of this Special Issue are related to the teaching of mathematics:

  • New techniques in teaching applied mathematics using e-Learning or other nonconventional techniques;
  • The development and use of MOOCs in mathematics;
  • Experience with Apps used in the learning process of mathematics;
  • Tools developed for the improvement of the meaningful learning of mathematical concepts.

Prof. Dr. Ángel Alberto Magreñán
Prof. Lara Orcos
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 850 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 learning
  • New teaching techniques
  • MOOCs
  • Online education
  • Apps and new tools developed for teaching
  • Educational platforms

Published Papers (2 papers)

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Research

Open AccessArticle
3D Visualization through the Hologram for the Learning of Area and Volume Concepts
Mathematics 2019, 7(3), 247; https://doi.org/10.3390/math7030247
Received: 20 January 2019 / Revised: 26 February 2019 / Accepted: 6 March 2019 / Published: 9 March 2019
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Abstract
This study aims to implement and evaluate a methodological proposal using the hologram as a teaching medium for the learning of concepts related to areas and volumes of geometrical bodies. The study has been carried out with a sample of 78 students in [...] Read more.
This study aims to implement and evaluate a methodological proposal using the hologram as a teaching medium for the learning of concepts related to areas and volumes of geometrical bodies. The study has been carried out with a sample of 78 students in the third year of secondary education from a privately-owned but state-funded school in Madrid. Thirty-five students who have been taught traditionally formed the control group, and 43 formed the experimental group in which the methodology was implemented. To evaluate its goodness, we have used the Student’s t-test to assess the existence of significant differences between both groups. The results reported by the test show that there is a difference of 3.9 points between the scores of both groups which is significant at the level of 0.05. In addition, the user experience in the experimental group has also been evaluated to assess the students’ opinions of the hologram in the learning process. The overall results have assisted us in corroborating the efficacy of the hologram as a teaching medium. Full article
(This article belongs to the Special Issue New trends in Mathematics Learning)
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Open AccessArticle
The Kumon Method: Its Importance in the Improvement on the Teaching and Learning of Mathematics from the First Levels of Early Childhood and Primary Education
Mathematics 2019, 7(1), 109; https://doi.org/10.3390/math7010109
Received: 8 November 2018 / Revised: 14 January 2019 / Accepted: 15 January 2019 / Published: 21 January 2019
Cited by 1 | PDF Full-text (2001 KB) | HTML Full-text | XML Full-text
Abstract
The present work gathers an educational experience based on the application of the personalized Kumon Mathematics Method, carried out in the school year 2015–2016, in which 30,849 students and 230 teachers from several educational centers throughout Spain have participated. We start with a [...] Read more.
The present work gathers an educational experience based on the application of the personalized Kumon Mathematics Method, carried out in the school year 2015–2016, in which 30,849 students and 230 teachers from several educational centers throughout Spain have participated. We start with a theoretical foundation of the Kumon Method and continue with a description of the research methodology used. The empirical analysis carried out has been both in descriptive and correlational terms, using Spearman’s Rho statistic, between the levels at which the students of the sample have started and the Kumon level reached. The results show that the sooner students begin to learn Mathematics with the Kumon Method, the greater the chance of reaching a level of knowledge above their school level, which helps us to demonstrate the potential of this method in the teaching and learning process of Mathematics in the educational levels of Early Childhood and Primary Education. Full article
(This article belongs to the Special Issue New trends in Mathematics Learning)
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