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Lasa Oyarbide, Aitzol

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https://academica-e.unavarra.es/handle/2454/49376

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Lasa Oyarbide

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Aitzol

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Estadística, Informática y Matemáticas

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0000-0001-7267-6614

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8927

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2015 - 201912020 - 20222
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Author: Lasa Oyarbide, Aitzol × Subject: Primary education × Has files: true ×

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Now showing 1 - 3 of 3
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    PublicationOpen Access
    Mathematical content on STEM activities
    (Indonesian Mathematical Society, 2020) Lasa Oyarbide, Aitzol; Abaurrea Larrayoz, Jaione; Iribas Pardo, Haritz; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Gobierno de Navarra / Nafarroako Gobernua
    In this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a previous step to characterize the existing material, and ultimately to design and test STEM projects at different educational levels from the point of view of mathematical education. All activities belong to international publications and widely used and contrasted web repositories, and seize the usual interval of compulsory education, i.e., from the beginning of Primary School (age 6/7) to the end of Secondary School (age 15/16). The findings draw a panorama of STEM activities where mathematics is mostly utilitarian, numbers and units are functionally used to measure quantities of magnitudes, and geometric contents serve the purpose of modeling a technological prototype. As it turns out, some STEM-labelled activities do not fulfill their principles and fundamental purposes. In lower levels, there is a common confusion between STEM activities and science laboratory projects; in higher levels, complex mathematical content could appear. Even though some activities are guided science laboratory projects, it is concluded that most STEM activities have the potential of a-didactical situations, i.e., contexts where students put into practice their personal problem-solving techniques before teachers formalize the mathematical content.
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    PublicationOpen Access
    Niveles de algebrización de las prácticas matemáticas escolares. Articulación de las perspectivas ontosemiótica y antropológica
    (Sociedad Española de Investigación en Educación Matemática (SEIEM), 2015) Godino, Juan D.; Neto, Teresa; Wilhelmi, Miguel R.; Aké, Lilia P.; Etchegaray, S.; Lasa Oyarbide, Aitzol; Matemáticas; Matematika
    En el marco del enfoque ontosemiótico del conocimiento y la instrucción matemáticos se ha propuesto una caracterización del razonamiento algebraico en Educación Primaria basada en la distinción de tres niveles de algebrización. Tales niveles se definen teniendo en cuenta los tipos de representaciones usadas, los procesos de generalización implicados y el cálculo analítico que se pone en juego en la actividad matemática correspondiente. En este trabajo ampliamos el modelo anterior mediante la inclusión de otros tres niveles más avanzados de razonamiento algebraico que permiten analizar la actividad matemática en Educación Secundaria. Estos niveles están basados en la consideración de 1) el uso y tratamiento de parámetros para representar familias de ecuaciones y funciones; 2) estudio de las estructuras algebraicas en sí mismas, sus definiciones y propiedades. Asimismo, se analizan las concordancias y complementariedades de este modelo con las tres etapas del proceso de algebrización propuestas en el marco de la teoría antropológica de lo didáctico.
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    PublicationOpen Access
    Teacher degree students attitudes towards STEM activities in two spanish universities
    (Universidade do Porto, 2022) Lasa Oyarbide, Aitzol; Iribas, Haritz; Belletich Ruiz, Olga; Wilhelmi, Miguel R.; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Gobierno de Navarra / Nafarroako Gobernua
    The attempt to train undergraduate primary school teachers in STEM skills faces an evident handicap, since students enrolling Teacher Degrees usually have humanistic secondary school backgrounds. Attitudes towards STEM on a sample of 336 undergraduate teachers from two Spanish universities were analyzed. Students answered a questionnaire, and responses were analyzed qualitatively (open text questions) and quantitatively (Descriptive Statistics and Statistical Implicative Analysis). Results describe a young collective, with a clear majority of women, mostly interested in languages and history, with high vocation (rather spontaneous than hereditary) to work with children. There is evidence that school advice services fulfill a role to discourage certain students from STEM. These conclusions give valuable information that could be used to replace institutional practices and improve the perception future teachers have towards the teaching of STEM in Primary Education.