Lasa Oyarbide, Aitzol

Profile Picture

Email Address

person.page.identifierURI

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

Birth Date

Job Title

Last Name

Lasa Oyarbide

First Name

Aitzol

person.page.departamento

Estadƭstica, InformƔtica y MatemƔticas

person.page.instituteName

ORCID

0000-0001-7267-6614

person.page.observainves

88724

person.page.upna

8927

Name

Filters

2015 - 20202
Reset filters

Settings

Author: Lasa Oyarbide, Aitzol Ɨ Subject: Primary education Ɨ Subject: Secondary education Ɨ

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    PublicationOpen Access
    Mathematical content on STEM activities
    (Indonesian Mathematical Society, 2020) Lasa Oyarbide, Aitzol; Abaurrea Larrayoz, Jaione; Iribas Pardo, Haritz; Estadƭstica, InformƔtica y MatemƔticas; 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.
  • Thumbnail Image
    PublicationOpen Access
    Niveles de algebrizaciĆ³n de las prĆ”cticas matemĆ”ticas escolares. ArticulaciĆ³n de las perspectivas ontosemiĆ³tica y antropolĆ³gica
    (Sociedad EspaƱola de InvestigaciĆ³n en EducaciĆ³n MatemĆ”tica (SEIEM), 2015) Godino, Juan D.; Neto, Teresa; Wilhelmi, Miguel R.; AkĆ©, Lilia P.; Etchegaray, S.; Lasa Oyarbide, Aitzol; MatemĆ”ticas; Matematika
    En el marco del enfoque ontosemiĆ³tico del conocimiento y la instrucciĆ³n matemĆ”ticos se ha propuesto una caracterizaciĆ³n del razonamiento algebraico en EducaciĆ³n Primaria basada en la distinciĆ³n de tres niveles de algebrizaciĆ³n. Tales niveles se definen teniendo en cuenta los tipos de representaciones usadas, los procesos de generalizaciĆ³n implicados y el cĆ”lculo analĆ­tico que se pone en juego en la actividad matemĆ”tica correspondiente. En este trabajo ampliamos el modelo anterior mediante la inclusiĆ³n de otros tres niveles mĆ”s avanzados de razonamiento algebraico que permiten analizar la actividad matemĆ”tica en EducaciĆ³n Secundaria. Estos niveles estĆ”n basados en la consideraciĆ³n de 1) el uso y tratamiento de parĆ”metros para representar familias de ecuaciones y funciones; 2) estudio de las estructuras algebraicas en sĆ­ mismas, sus definiciones y propiedades. Asimismo, se analizan las concordancias y complementariedades de este modelo con las tres etapas del proceso de algebrizaciĆ³n propuestas en el marco de la teorĆ­a antropolĆ³gica de lo didĆ”ctico.