16 resultados para Mathematics in secondary education

em Universidad Politécnica de Madrid


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This paper describes the potential impact of social media and new technologies in secondary education. The case of study has been designed for the drama and theatre subject. A wide set of tools like social networks, blogs, internet, multimedia content, local press and other promotional tools are promoted to increase students’ motivation. The experiment was developed at the highschool IES Al-Satt located in Algete in the Comunidad de Madrid. The students included in the theatre group present a low academic level, 80% of them had previously repeated at least one grade, half of them come from programs for students with learning difficulties and were at risk of social exclusion. This action is supported by higher and secondary education professors and teachers who look forward to implanting networked media technologies as new tools to improve the academic results and the degree of involvement of students. The results of the experiment have been excellent, based on satisfactory opinions obtained from a survey answered by students at the end of the course, and also revealed by the analytics taken from different social networks. This project is a pioneer in the introduction and usage of new technologies in secondary high-schools in Spain.

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The global Hands-on Universe association is producing and distributing free resources world- wide to implement Inquire Based Scienti?c Education (IBSE) at secondary and high school levels. The materials are inspired in astronomical research and space exploration. The association is implementing the Galileo Teacher Training Program world-wide. In this contribution, a summary on the most recent resources being implemented by HOU-Espa~na and developed with Spanish participation is presented.

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The introduction of new degrees adapted to the European Area of Higher Education (EAHE) has involved a radically different approach to the curriculum. The new programs are structured around competencies that should be acquired. Considering the competencies, teachers must define and develop learning objectives, design teaching methods and establish appropriate evaluation systems. While most Spanish universities have incorporated methodological innovations and evaluation systems different from traditional exams, there is enough confusion about how to teach and assess competencies and learning outcomes, as traditionally the teaching and assessment have focused on knowledge. In this paper we analyze the state-of-the-art in the mathematical courses of the new engineering degrees in some Spanish universities.

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This paper presents a study in which the relationship between basic subjects (Mathematics and Physics) and applied engineering subjects (related to Machinery, Electrical Engineering, Topography and Buildings) in higher engineering education curricula is evaluated. The analysis has been conducted using the academic records of 206 students for five years. Furthermore, 34 surveys and personal interviews were conducted to analyze the connections between the contents taught in each subject and to identify student perceptions of the correlation with other subjects or disciplines. At the same time, the content of the different subjects have been analyzed to verify the relationship among the disciplines.Aproper coordination among subjects will allow students to relate and interconnect topics of different subjects, even with the ones learnt in previous courses, while also helping to reduce dropout rates and student failures in successfully accomplishing the different courses.

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The Competency-Based Education in the context of training is intended as a comprehensive approach that seeks to link education with the productive sector and increase the potential of individuals, in the face of social, economic, political and cultural transformations that suffers the world and the contemporary society; this is how educational services associated to the rural area takes part of the global revalorization of the role of learning and knowledge. Under the competence approach and taking into account the CONOCER model, we design a Technological Master from the “Colegio de Postgraduados” identifying the competences needed so that the students, professional from different areas of knowledge, managed to develop them, but mainly to achieve the goal of developing the capacities of producers in Mexican rural area.

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This paper presents a blended learning approach and a study evaluating instruction in a software engineering-related course unit as part of an undergraduate engineering degree program in computing. In the past, the course unit had a lecture-based format. In view of student underachievement and the high course unit dropout rate, a distance-learning system was deployed, where students were allowed to choose between a distance-learning approach driven by a moderate constructivist instructional model or a blended-learning approach. The results of this experience are presented, with the aim of showing the effectiveness of the teaching/learning system deployed compared to the lecture-based system previously in place. The grades earned by students under the new system, following the distance-learning and blended-learning courses, are compared statistically to the grades attained in earlier years in the traditional face-to-face classroom (lecture-based) learning.

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Abstract: This paper summarizes the evolution of different subjects of English for Specific Purposes and English for Academic and Professional Purposes. The aim here is to show a continuum of changes that have not started and nished in one subject alone but affect the whole curriculum. After the discussion section where advantages and drawbacks of the changes introduced are analyzed, we arrive at some conclusions regarding this ve year period of development in the approach to the teaching and learning of the specific or academic English language in the Escuela Universitaria de Ingeniería Técnica de Telecomunicación, Universidad Politécnica de Madrid. Resumen: Este trabajo resume la evolución que han experimentado distintas asignaturas de Inglés para Fines Especí cos e Inglés para Fines Académicos y Profesionales. El objetivo principal es mostrar cómo el esfuerzo por mejorar las asignaturas afecta al currículo como un todo y no sólo a cada una de las asignaturas. Tras el análisis de algunas de las ventajas e inconvenientes de los cambios introducidos, se alcanzan algunas conclusiones sobre la evolución que han sufrido este tipo de asignaturas durante los últimos cinco años en la Escuela Universitaria de Ingeniería Técnica de Telecomunicación, Universidad Politécnica de Madrid.

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This paper presents an analysis of different models used to assess the quality of formative actions, considering classroom learning and distance education courses. Taking as starting point one of the analyzed models, the paper sets out the necessity of developing a new model that could measure the quality of a blended formation process, by selecting the applicable indicators and proposing some new. The model is composed of seven different categories, which include a sum of thirty five indicators. They will be used to represent courses quality level in Kiviat?s diagrams. This model is currently being put into practice in a real university environment.

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The engineering careers models were diverse in Europe, and are adopting now in Spain the Bolonia process for European Universities. Separated from older Universities, that are in part technically active, Civil Engineering (Caminos, Canales y Puertos) started at end of 18th century in Spain adopting the French models of Upper Schools for state civil servants with exam at entry. After 1800 intense wars, to conserve forest regions Ingenieros de Montes appeared as Upper School, and in 1855 also the Ingenieros Agrónomos to push up related techniques and practices. Other Engineers appeared as Upper Schools but more towards private factories. These ES got all adapted Lower Schools of Ingeniero Tecnico. Recently both grew much in number and evolved, linked also to recognized Professions. Spanish society, into European Community, evolved across year 2000, in part highly well, but with severe discordances, that caused severe youth unemployment with 2008-2011 crisis. With Bolonia process high formal changes step in from 2010-11, accepted with intense adaptation. The Lower Schools are changing towards the Upper Schools, and both that have shifted since 2010-11 various 4-years careers (Grado), some included into the precedent Professions, and diverse Masters. Acceptation of them to get students has started relatively well, and will evolve, and acceptation of new grades for employment in Spain, Europe or outside will be essential. Each Grado has now quite rigid curricula and programs, MOODLE was introduced to connect pupils, some specific uses of Personal Computers are taught in each subject. Escuela de Agronomos centre, reorganized with its old name in its precedent buildings at entrance of Campus Moncloa, offers Grados of Agronomic Engineering and Science for various public and private activities for agriculture, Alimentary Engineering for alimentary activities and control, Agro-Environmental Engineering more related to environment activities, and in part Biotechnology also in laboratories in Campus Monte-Gancedo for Biotechnology of Plants and Computational Biotechnology. Curricula include Basics, Engineering, Practices, Visits, English, ?project of end of career?, Stays. Some masters will conduce to specific professional diploma, list includes now Agro-Engineering, Agro-Forestal Biotechnology, Agro and Natural Resources Economy, Complex Physical Systems, Gardening and Landscaping, Rural Genie, Phytogenetic Resources, Plant Genetic Resources, Environmental Technology for Sustainable Agriculture, Technology for Human Development and Cooperation.

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This paper presents the results of a strategy to modernise the Spanish University system through the establishment of an International Campus of Excellence (CEI). The current, ambitious but realistic, project is a joint initiative of a number of institutions located in the Moncloa Campus, amongst them the Complutense and the Technical Universities, as well as CIEMAT, CSIC and INIA. The aim of the project is to transform the Moncloa Campus into an international point of reference with regard to research, education and innovation. This paper describes the project and presents the qualitative and quantitative results.

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This paper describes the successful experience carried out by professors of the CETTICO research group of the Technical University of Madrid to incorporate accessibility in the curricula of higher education in ICT in Spain. The paper covers the legal requirements to include accessibility in curricula in Spain, the courses and modules that we have been teaching through the years and the teaching techniques and tools that we have been using.

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Systems Engineering (SE in the following) has not received much attention as a subject matter in engineering curricula. There are several dozens of universities around the world offering programs (most of them at the graduate level) on systems science and engineering. However, SE is, per se, rarely found among the courses offered by engineering schools. This observation does not strictly mean that systems concepts be left apart. For example, it is usual to find specialized courses for systems of some particular classes (e.g., courses on software systems engineering for computing curricula) or for particular phases of the system life cycle (e.g., courses on systems analysis). Even so, these kinds of courses tend to over-emphasize the importance of specific methodologies and, in consequence, to deviate the attention from the realm of systernness

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This study examines the relationships between multiple intelligences, academic achievement and motor performance in a group of secondary school children. Four hundred and eighty schoolchildren participated in this study (171 female and 309 male) with an average age of 13.33 years (SD: 1.41). The Revised self-efficacy Inventory for Multiple Intelligences (IAIM-R) and the motor test Sportcomp were applied, and the average results of the academic year they had made were obtained. The analysis of the results showed how female scored significantly higher on the Linguistic, Spatial and Interpersonal intelligences, and older pupils scored significantly higher on the linguistic and naturalistic intelligences. It was the logical-mathematical intelligence which showed significant relationships with academic performance and it was the intelligence that better predicted this achievement. It was the bodily-kinesthetic intelligence that was significantly related to motor competence and the best intelligence that predicted its achievement. Finally, indicate that schoolchildren with better scores in the motor test were those who scored higher in both academic achievement and all the multiple intelligences, with the exception of musical intelligence.

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When used appropriately, self- and peer-assessment are very effective learning tools. In the present work, instructor formative assessment and feedback, self-assessment (SA), and peer-assessment (PA) have been compared. During the first part of a semester, the students followed a continuous formative assessment. Subsequently, they were divided into two subgroups based on similar performances. One subgroup performed SAs, and the other followedPAduring the last part of the course. The performances of the two groups in solving problems were compared. Results suggest that PA is a more effective learning tool than SA, and both are more effective than instructor formative assessment. However, a survey that was conducted at the end of the experiment showed higher student confidence in instructor assessment than in PA. The students recognized the usefulness of acting as peer assessors, but believed that SA helped them more than PA.

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Basic engineering skills are not the only key to professional development, particularly as engineering problems are everyday more and more complex and multifaceted, hence requiring the implementation of larger multidisciplinary teams, in many cases working in an international context and in a continuously evolving environment. Therefore other outcomes, sometimes referred to as professional skills, are also necessary for our students, as most universities are already aware. In this study we try to methodically analyze the main strategies for the promotion of professional skills, mainly linked to actuations which directly affect students or teachers (and teaching methodologies) and which take advantage of the environment and available resources. From an initial list of 51 strategies (in essence aimed at promotion of different drivers of change, linked to students, teachers, environment and resources), we focus on the 11 drivers of change considered more important after an initial evaluation. Subsequently, a systematic analysis of the typical problems linked to these main drivers of change, enables us to find and formulate 12 major and usually repeated and unsolved problems. After selecting these typical problems, we put forward 25 different solutions, for short-term actuation, and discuss their effects, while bearing in mind our team’s experience, together with the information from the studies carried out by numerous teaching staff from other universities.