Inclusion of Techno-Pedagogical Model in Mathematics Teaching-Learning Process

Autor/inn/en	García-Santillán, Arturo; Molchanova, Violetta S.
Titel	Inclusion of Techno-Pedagogical Model in Mathematics Teaching-Learning Process
Quelle	In: European Journal of Contemporary Education, 7 (2018) 3, S.465-484 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2305-6746
Schlagwörter	High School Students; Student Attitudes; Teaching Methods; Mathematics Instruction; Educational Technology; Technology Uses in Education; Private Schools; Money Management; Spreadsheets; Simulation; Foreign Countries; Business Administration Education; College Students; Mexico + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Private school; Privatschule; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Simulation program; Simulationsprogramm; Ausland; Collegestudent; Mexiko
Abstract	The aim of this work is to know the perception of the high-school student towards the teaching process of the Financial Mathematics under the modality assisted by the technology. The EAPHMF Scale designed by García-Santillán and Edel (1988) was used, which collects data associated with the student's perception of the variables that make up the techno-pedagogical model. Fifty two students were surveyed in a private institution. The results show that, as a whole the variables of the techno-pedagogical model favor the student's perception toward financial Mathematics being the ones that most contribute, the workshop-type class followed by the design of financial simulators. Furthermore, in the intervention process, an improvement in the evaluation of learning was observed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01