Aprendizaje de matemáticas mediado por tecnología en la escolaridad obligatoriaanálisis bibliométrico

  1. Colomo Magaña, Ernesto 1
  2. Gabarda Méndez, Vicente 2
  3. Ruiz Palmero, Julio 1
  4. Guillén Gámez, Francisco David 3
  1. 1 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 Universidad de Córdoba
    info

    Universidad de Córdoba

    Córdoba, España

    ROR https://ror.org/05yc77b46

Mostrar afiliaciones +
Revista:
Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

ISSN: 1577-4147

Año de publicación: 2022

Volumen: 52

Número: 1

Páginas: 13-55

Tipo: Artículo

DOI: 10.30827/PUBLICACIONES.V52I1.22298 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

Objetivos de desarrollo sostenible

Resumen

Введение: Интеграция технологий в образовательные процессы становится реальностью в любом контексте, на любом этапе и в любом предмете. Эта интеграция, помимо включения конкретного содержания и признания цифровой компетентности в качестве базового навыка, связана с рассмотрением технологии как инструмента на службе обучения, связанного с ее потенциалом в качестве методологического ресурса. Метод: В соответствии с этим соображением в данной статье проводится библиометрический анализ научной продукции по использованию технологии как инструмента для изучения математики в обязательном школьном образовании в базе данных Scopus. Выборка состоит из 132 статей, опубликованных в период с 2015 по 2021 год, к которым были применены различные библиометрические методы (библиографическая связь, совместное цитирование и совпадение). Результаты: Результаты показывают тенденцию к росту научной продукции по изучаемому явлению, с более высокой индексацией в областях социальных наук и информатики. Хотя большинство публикаций публикуется в англоязычных журналах, большинство исследований посвящено Испании, затем следуют исследования, проведенные в США. Совместное использование определяет среднее образование как основной контекст, хотя также заметно присутствие начального образования, с наличием различных методологических предложений. Наконец, выделяется заметное влияние (по количеству цитирований) публикаций, связанных с темой исследования. Выводы: Таким образом, делается вывод об актуальности технологически опосредованного обучения математике в обязательном школьном образовании.

Referencias bibliográficas

  • Adams, C., & Dove, A. (2016). Flipping calculus: The potential influence, and the lessons learned. Electronic Journal of Mathematics & Technology, 10(3),154-164.
  • Alabdulaziz, M. S., Aldossary, S. M., Alyahya, S. A., & Althubiti, H. M. (2021). The effectiveness of the GeoGebra Programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students. Education and Information Technologies, 26, 2685–2713. https://doi.org/10.1007/s10639-020-10371-5
  • Arabit, J., & Prendes, M. P. (2020). Metodologías y Tecnologías para enseñar STEM en Educación Primaria: análisis de necesidades. Pixel-Bit: Revista de Medios y Educación, 57, 107-128. https://doi.org/10.12795/pixelbit.2020.i57.04
  • Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975. https://doi.org/10.1016/j.joi.2017.08.007
  • Aris, N., & Orcos, L. (2019). Educational Robotics in the Stage lf Secondary Education: Empirical Study on Motivation and STEM skills. Education Sciences, 9(2), e73. https://doi.org/10.3390/educsci9020073
  • Benton, L., Hoyles, C., Kalas, I., & Noss, R. (2017). Bridging Primary Programming and Mathematics: Some Findings of Design Research in England. Digit. Exp. Math. Educ, 3, 115-138. https://doi.org/10.1007/s40751-017-0028-x
  • Benton, L., Saunders, P., Kalas, I., Hoyles, C., & Noss, R. (2018). Designing for learning mathematics through programming: A case study of pupils engaging with place value. Int. J. Child-Comput. Interact, 16, 68-76. https://doi.org/10.1016/j.ijcci.2017.12.004
  • Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142.
  • Birgin, O., & Acar, H. (2020) The effect of computer-supported collaborative learning using GeoGebra software on 11th grade students’ mathematics achievement in exponential and logarithmic functions. International Journal of Mathematical Education in Science and Technology. http://doi.org/10.1080/0020739X.2020.1788186
  • Bray, A., & Tangney, B. (2016). Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education. Mathematics Education Research Journal, 28, 173-197. https://doi.org/10.1007/S13394-015-0158-7
  • Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research – A systematic review of recent trends. Computers and Education, 114, 255-273. https://doi.org/10.1016/j.compedu.2017.07.004
  • Buentello-Montoya, D. A., Lomelí-Plascencia, M. G., & Medina-Herrera, L. M. (2021). The role of reality enhancing technologies in teaching and learning of mathematics. Computers & Electrical Engineering, 94, e107287. https://doi.org/10.1016/j.compeleceng.2021.107287
  • Cascales-Martínez, A., Martínez-Segura, M.-J., Pérez-López, D., & Contero, M. (2017). Using an augmented reality enhanced tabletop system to promote learning of mathematics: A case study with students with special educational needs. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 355-380. https://doi.org/10.12973/eurasia.2017.00621a
  • Caviggioli, F., & Ughetto, E. (2019). A Bibliometric Analysis of the Research Dealing with the Impact of Additive Manufacturing on Industry, Business and Society. International Journal of Production Economics, 208, 254-268. https://doi.org/10.1016/j.ijpe.2018.11.022
  • Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
  • Colomo, E., Sánchez, E., Fernández, J. M., & Trujillo, J. M. (2020). SPOC y formación del profesorado: Aproximación bibliométrica y pedagógica en Scopus y Web of Science. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), 37–51. https://doi.org/10.6018/reifop.413541
  • Comisión Europea. (2006). Recomendación 2006/962/CE del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente. Diario Oficial, 394, de 30 de diciembre de 2006. http://eur-lex.europa.eu/legal-content/ES/TXT/?uri=celex%3A32006H0962
  • Consejo Europeo. (2018). Recomendación del Consejo de 22 de mayo de 2018 relativa a las competencias clave para el aprendizaje permanente. Diario Oficial de la Unión Europea, de 4 de junio de 2018. https://eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX:32018H0604(01)&from=SV
  • Csapó B., & Molnár G. (2019). Online diagnostic assessment in support of personalized teaching and learning: The eDia system. Frontiers in Psychology, 10, e1522. https://doi.org/10.3389/fpsyg.2019.01522
  • Curto, M., Orcos, L., Blázquez, P. J., & Molina, F. J. (2019). Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics. Education Sciences, 9(1), e73. https://doi.org/10.3390/educsci9020073
  • Dasgupta C., Magana A. J., & Vieira C. (2019). Investigating the affordances of a CAD enabled learning environment for promoting integrated STEM learning. Computers and Education, 129, 122-142. https://doi.org/10.1016/j.compedu.2018.10.014
  • Del Cerro, F., & Morales, G. (2021). Application in Augmented Reality for Learning Mathematical Functions: A Study for the Development of Spatial Intelligence in Secondary. Education Students. Mathematics. 9(4), e369. https://doi.org/10.3390/math9040369
  • Demitriadou E., Stavroulia K.-E., & Lanitis A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25(1), 381-401. https://doi.org/10.1007/s10639-019-09973-5
  • Díaz, J. E. (2018). Aprendizaje de las matemáticas con el uso de simulación. Sophia, 14(1), 22-30. https://doi.org/10.18634/sophiaj.14v.1i.519
  • Dorouka, P., Papadakis, S., & Kalogiannakis, M. (2020). Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. International Journal of Mobile Learning and Organisation, 14(2), 255-274. https://doi.org/10.1504/IJMLO.2020.106179
  • García, M. M., Romero, I. M., & Gil, F. (2020). Efectos de trabajar con GeoGebra en el aula en la relación afecto-cognición. Enseñanza de las Ciencias, 1-22. https://doi.org/10.5565/rev/ensciencias.3299
  • García-Martín, S., & Cantón-Mayo, I. (2019). Uso de tecnologías y rendimiento académico en estudiantes adolescentes. Comunicar. Revista Científica de Comunicación y Educación, 59(27), 73-81. https://doi.org/10.3916/C59-2019-07
  • Gil-Quintana, J., Malvasi, V., Castillo-Abdul, B., & Romero-Rodríguez, L. M. (2020). Learning Leaders: Teachers or Youtubers? Participatory Culture and STEM Competencies in Italian Secondary School Students. Sustainability, 12(18), e7466. https://doi.org/10.3390/su12187466
  • Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J. M., Hossein-Mohand, H., & Aznar-Díaz, I. (2020). Technological Factors That Influence the Mathematics Performance of Secondary School Students. Mathematics, 8(11), e1935. https://doi.org/10.3390/math8111935
  • González, E., Colomo, E., & Cívico, A. (2020). Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach. Sustainability, 12(15), e5884. https://doi.org/10.3390/su12155884
  • Harrison, T. R., & Lee, H. S. (2018). iPads in the mathematics classroom: Developing criteria for selecting appropriate learning apps. International Journal of Education in Mathematics, Science and Technology (IJEMST), 6(2), 155-172. https://doi.org/10.18404/ijemst.408939
  • Hossein-Mohand, H., Gómez-García, M., Trujillo-Torres, J. -M., Hossein-Mohand, H., & Boumadan-Hamed, M. (2021). Uses and Resources of Technologies by Mathematics Students Prior to COVID-19. Sustainability, 13(4), e1630. https://doi.org/10.3390/su13041630
  • Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. J Res Math Educ, 20(3), 209-228. https://doi.org/10.1080/14794802.2018.1484799
  • Iglesias, L. M., Pascual, I., & Arteaga-Martínez, B. (2020). El aprendizaje del álgebra en Educación Secundaria: Las estrategias metacognitivas desde la tecnología digital. Dialogia, (36), 49-72. http://dx.doi.org/10.5585/dialogia.n36.18279
  • Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active Learning Augmented Reality for STEAM Education - A Case Study. Education Sciences, 10(8), e198. https://doi.org/10.3390/educsci10080198
  • Juárez, J. A., Chamoso, J. M., & González, M.T. (2020). Interacción en foros virtuales al integrar modelización matemática para formar ingenieros. Enseñanza de las Ciencias, 38(3), 161-178. https://doi.org/10.5565/rev/ensciencias.3041
  • Khanra, S., Dhir, A., & Mäntymäki, M. (2020). Big data analytics and enterprises: a bibliometric synthesis of the literature. Enterprise Information Systems, 14(6), 737-768. https://doi.org/10.1080/17517575.2020.1734241
  • Kim, H., & Ke, F. (2017) Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance. Interactive Learning Environments, 25(4), 543–557. https://doi.org/10.1080/10494820.2016.1167744
  • Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra classroom: Analyzing, modeling, and solving systems of linear equations. Computers in the Schools, 32(3-4), 201-223. https://doi.org/10.1080/07380569.2015.1093902
  • Koul, R. B., Fraser, B. J., Maynard, N., & Tade, M. (2018). Evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding. Learning Environments Research, 21(2), 285-300. http://doi.org/10.1007/s10984-017-9255-8
  • Kristianti, Y., Prabawanto, S., & Suhendra, S. (2017). Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph. Journal of Physics, 895, e012063. http://doi.org/10.1088/1742-6596/895/1/012063
  • Larkin, K., & Calder, N. (2016). Mathematics education and mobile technologies. Mathematics Education Research Journal, 28(1), 1-7. https://doi.org/10.1007/s13394-015-0167-6
  • Leroy, N., & Bressoux, P. (2016). Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemporary Educational Psychology, 44-45, 41-53. https://doi.org/10.1016/j.cedpsych.2016.02.001
  • Lindín, C., Coma, L., Vanegas, Y., Martín-Piñol, C., & Bartolomé, A. (2021). Propuesta formativa en STREAM: Una aproximación a la perspectiva global desde Cataluña. Didacticae, (10), 91-108. https://doi.org/10.1344/did.2021.10.91-108
  • Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers and Education,118, 150-165. https://doi.org/10.1016/j.compedu.2017.12.003
  • Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM. Mathematics Education, 51, 869-884. https://doi.org/10.1007/s11858-019-01100-5
  • Martínez-Garrido, C. (2018). Impacto del uso de los recursos tecnológicos en el rendimiento académico. Innoeduca: international journal of technology and educational innovation, 4(2), 138-149. https://doi.org/10.24310/innoeduca.2018.v4i2.4956
  • McCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018). Factors that influence secondary mathematics teachers’ integration of technology in mathematics lessons. Computers and Education, 123, 26-40. https://doi.org/10.1016/j.compedu.2018.04.008
  • Menjivar, E., Sánchez, E., Ruiz, J., & Linde Valenzuela, T. (2021). Revisión de la producción científica sobre la realidad virtual entre 2016 y 2020 a través de Scopus y WoS. EDMETIC, Revista de Educación Mediática y TIC, 10(2), 26-55. https://doi.org/10.21071/edmetic.v10i2.13422
  • Molina, Á., Adamuz, N., & Brancho, R. (2020). La resolución de problemas basada en el método de Pólya usando el pensamiento computacional y Scratch con estudiantes de Educación Secundaria. Aula abierta, 49(1), 83-90. https://doi.org/10.17811/rifie.49.1.2020.83-90
  • Nadelson, L. S., McGuire, S. P., Davis, K. A., Farid, A., Hardy, K. K., Hsu, Y. -C., Kaiser, U., Nagarajan, R., & Wang, S. (2017). Am I a STEM professional? Documenting STEM student professional identity development. Studies in Higher Education, 42(4), 701-720. https://doi.org/10.1080/03075079.2015.1070819
  • Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Comparing tablets and PCs in teaching mathematics: An attempt to improve mathematics competence in early childhood education. Preschool and Primary Education, 4(2), 241-253. https://doi.org/10.12681/ppej.8779
  • Pellas, N., Mystakidis, S., & Christopoulos, A. A. (2021). Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education. Multimodal Technologies and Interaction, 5(6), e28. https://doi.org/10.3390/mti5060028
  • Petrov, P. D., & Atanasova T. V. (2020). The Effect of Augmented Reality on Students’ Learning Performance in Stem Education. Information, 11(4), e209. https://doi.org/10.3390/info11040209
  • Psycharis, S. (2018). STEAM in education: A literature review on the role of computational thinking, engineering epistemology and computational science: Computational STEAM pedagogy (CSP). Scientific Culture, 4(2), 51-72. https://doi.org/10.5281/zenodo.1214565
  • Rodríguez-Cubillo, M. R., del Castillo, H., & Arteaga Martínez, B. (2021). El uso de aplicaciones móviles en el aprendizaje de las matemáticas: una revisión sistemática. ENSAYOS. Revista De La Facultad De Educación De Albacete, 36(1), 17-34. https://doi.org/10.18239/ensayos.v36i1.2631XX
  • Rodríguez-Sabiote, C., Úbeda-Sánchez, Á. M., Álvarez-Rodríguez, J., & Álvarez-Ferrándiz, D. (2020). Active Learning in an Environment of Innovative Training and Sustainability. Mapping of the Conceptual Structure of Research Fronts through a Bibliometric Analysis. Sustainability, 12(19), e8012. http://dx.doi.org/10.3390/su12198012
  • Ros-Garrido, A., & Chisvert-Tarazona, M. J. (2018). Las investigaciones sobre las teorías implícitas del profesorado de Formación Profesional en el estado español. Profesorado. Revista de currículum y formación del profesorado, 22(1), 97-115. https://doi.org/10.30827/profesorado.v22i1.9920
  • Schacter, J., & Jo, B. (2017). Improving pre-schoolers’ mathematics achievement with tablets: A randomized controlled trial. Mathematics Education Research Journal, 29(3), 313-327. https://doi.org/10.1007/s13394-017-0203-9
  • Silva-Díaz, F., Carrillo-Rosua, J., & Fernández-Plaza, J. (2021). Uso de tecnologías inmersivas y su impacto en las actitudes científico-matemáticas del estudiantado de Educación Secundaria Obligatoria en un contexto en riesgo de exclusión social. EDUCAR, 57(1), 119-138. https://doi.org/10.5565/rev/educar.1136
  • Sinclair, N., Bartolini Bussi, M. G., de Villiers, M., Jones, K., Kortenkamp, U., Leung, A., & Owens, K. (2016). Recent research on geometry education: an ICME-13 survey team report. ZDM - Mathematics Education, 48(5), 691-719. https://doi.org/10.1007/s11858-016-0796-6
  • Umboh, D., Tarasu, D., Marini, A., & Sumantri, M. S. (2021). Improvement of student mathematics learning outcomes through Kahoot learning games application at Elementary school. Journal of Physics: Conference Series, 1869, 012124. https://doi.org.10.1088/1742-6596/1869/1/012124
  • Vossen, T. E., Henze, I., Rippe, R. C. A., Van Driel, J. H., & De Vries, M. J. (2018). Attitudes of secondary school students towards doing research and design activities. International Journal of Science Education, 40(13), 1629-1652. https://doi.org/10.1080/09500693.2018.1494395
  • Vossen, T. E., Henze, I., De Vries, M. J., & Van Driel, J. H. (2020a). Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community. International Journal of Technology and Design Education, 30(2), 295-320. https://doi.org/10.1007/s10798-019-09507-7
  • Vossen T. E., Tigelaar E. H., Henze I., De Vries M. J., & Van Driel, J. H. (2020b). Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module. International Journal of Technology and Design Education, 30(4), 657-686. https://doi.org/10.1007/s10798-019-09523-7
  • Waltman, L. (2016). A review of the literature on citation impact indicators. Journal of Informetrics, 10(2), 365-391. https://doi.org/10.1016/j.joi.2016.02.007
  • Weinhandl, R., Lavicza, Z., Houghton, T., & Hohenwarter, M. (2021). A look over students’ shoulders when learning mathematics in home-schooling. International Journal of Mathematical Education in Science and Technology. http://doi.org/10.1080/0020739X.2021.1912423
  • Zeynivandnezhad, F., Mousavi, A., & Kotabe, H. (2020). The Mediating Effect of Study Approaches between Perceptions of Mathematics and Experiences Using Digital Technologies. Computers in the Schools, 37(3), 168-195. https://doi.org/10.1080/07380569.2020.1793050
  • Zulnaidi, H., Oktavika, E., & Hidayat, R. (2019). Effect of use of GeoGebra on achievement of high school mathematics students, Education and Information Technologies, 25, 51–72. http://doi.org/10.1007/s10639-019-09899-y
Fuente de los datos: Dialnet