Browsing by Author "Seckel, Maria Jose"

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    Education for Sustainable Development in Primary Education Textbooks-An Educational Approach from Statistical and Probabilistic Literacy
    (MDPI, 2021) Vásquez Ortiz, Claudia; Garcia Alonso, Israel; Seckel, Maria Jose; Alsina, Angel
    Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6-14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world.
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    Primary school teachers’ conceptions about the use of robotics in mathematics
    (MDPI, 2021) Seckel, Maria Jose; Breda, Adriana; Font, Vicenc; Vásquez Ortiz, Claudia
    Learning about the conceptions used by primary school teachers towards the use of robotics in class is essential as the first step towards its application in the classroom. Therefore, with the purpose of describing the understanding applied when teaching and learning mathematics use educational robots, research was conducted by means of mixed methods using a descriptive design by survey. Such research consisted of closed questions (Likert-type scale from 1 to 5) and open questions, given to 83 primary school teachers who currently teach students in the first years of school (First to Fourth grade) in two Chilean districts. The results showed that in general, there is a positive predisposition towards the addition of robots in the learning and teaching of mathematic processes during the first years of school, even though teachers claim there is a struggle to incorporate robots in their lessons due to the high number of students and the reduced space in their classrooms.