Search Results (5)

The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods approach, the study analyzed data from 520 mathematics educators participating in a six-month training program incorporating collaborative lesson planning, structured pedagogical assessment, and reflective teaching practices. Findings indicate significant improvements in instructional design, mathematical discourse facilitation, and adaptive teaching strategies, with post-training evaluations demonstrating a strong positive correlation (r = 0.78) between initial competency levels and learning gains. Participants reported increased confidence in implementing student-centered methodologies and sustained engagement in peer collaboration beyond the training period. The results align with prior research emphasizing the effectiveness of lesson study models and structured evaluation frameworks in teacher professionalization. This study contributes to higher education policy and practice by advocating for the institutional adoption of LS-DSC methodologies to promote evidence-based professional development. Future research should explore the long-term scalability of LS-DSC in diverse educational contexts and its impact on student learning outcomes. Full article

Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for mathematical teaching and learning processes—to establish relationships and seek complementarities between both references. To this end, firstly, a document analysis of literature about UDL was conducted; secondly, UDL and DSC guidelines were contrasted, relating UDL principles and verification points to DSC components and indicators to design a first proposal of an integrated guideline between both references; and, thirdly, an expert validation was conducted with researchers familiar with DSC to adjust the guideline originally proposed. As a main result, a proposal of integration of the UDL and DSC guidelines was designed, which intends to organise the reflection of (prospective and practising) mathematics teachers on their teaching practice. This integrated proposal not only seeks to address current curricular needs, but also to delve deeper into theoretical development that contributes to refining existing tools to encourage reflection on teaching practice. Full article

The climate is changing worldwide and, with it, living conditions are changing to varying degrees. As a result, students need to be equipped with a wide range of competences in order to deal with the problems of climate change. In order to successfully acquire these competences, different methods are used in lesson planning. Therefore, in order to achieve the goal of raising awareness in Education for Sustainable Development, large-scale methodological learning form of the proposed model experiment will be used. For this purpose, it is necessary to first develop scientific knowledge about climate change and then present individual climate adaptation strategies using the example of climate-efficient buildings. The structure of the topic is grasped, and the didactically reduced core contents of the subject-specific scientific basics represent the specialist knowledge to be conveyed. This is followed by the construction of a self-designed model that is optimally adapted to the teaching of the subject knowledge. The subsequent series of measurements serves to evaluate the suitability of the model for the intended purpose of achieving a successful learning process under the aspects of quality criteria and practicability. The proposed model experiment has been found to be suitable and worthwhile for this purpose. Full article

Mathematical modelling enjoys affirmed relevance in educational curricula worldwide, and teacher education programs consider that this process should also be experienced during educational internships. The interest of this study focuses on the argumentation of a prospective teacher to justify the incorporation (or not) of mathematical modelling in his lessons. To do this, we analyzed the reflection of a prospective mathematics teacher on the design of a modelling task during his educational internship. Methodologically, it is a case study in which, based on the didactic suitability criteria tool, the study subject structured the reflection on his educational internship in his master’s degree final project (MFP), whose central axis was modelling. We collected data from video recordings of group reflection sessions with the study subject and other prospective teachers of a professionalizing master’s program, and from the analysis of his MFP. The results evidenced the prospective teacher’s arguments to justify the design of a modelling task, his knowledge, and his beliefs about this process, among other aspects. We conclude that the specialized knowledge that is inferred from this argumentation is of different types and is part of a conglomerate formed, in addition, by values, beliefs, and guidelines for action. Full article

The use of mobile devices has changed the way we relate to each other, influencing teaching–learning processes and the motivation of adolescents towards these processes. One of the most developed tools has been applications (apps), which are software used on cell phones, tablets or computers. Hence, the aim of this study is to analyze the content of applications for mobile devices that is considered the most suitable complement to Physical Education (PE) classes for secondary school students. A retrospective descriptive study was carried out, collecting information on the main characteristics of 31 free fitness apps: the descriptive, technical, educational and psychological dimensions. The results of this study show that most of the apps for physical activity have recent updates and are mainly related to cardiovascular exercise or strength for two purposes: either for exercise accounting or the creation of training plans for the user. They are intended for users of very heterogeneous ages and, therefore, do not take into account their individual characteristics. They do not have an adequate design to facilitate their didactic use. Therefore, we conclude that the applications evaluated lack the necessary educational potential to be used in the PE classroom. Based on the content analysis carried out, we describe a series of criteria that allow teachers and adolescents themselves to select physical exercise apps, and we propose to carry out research to guide developers when developing digital training/physical exercise content with an educational component that can be used as a complement for adolescents in- and outside the field of PE. Full article