The effect of project-based learning typical of baccalaureate in investigation/excellence
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Published:
Jun 19, 2019
Keywords:
Investigation paper, Project Based Learning, Baccalaureate in Investigation/Excellence, mathematics, motivation and attitude
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Abstract
During the carried out of this paper, it was made a map with all the Projects of Investigation of each high school in Castilla y León, as a result of a qualitative, descriptive and ex post facto methodology. With this, we got information about curriculum that is studied in this autonomous region, in the Baccalaureate in Investigation/Excellence (BIE). Furthermore, we investigated if project-based learning used in the BIE improve the mark, the motivation and the behaviour of the students toward learning mathematics.
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Prieto García, A., & López-Esteban, C. (2019). The effect of project-based learning typical of baccalaureate in investigation/excellence. Mathematics, Education and Society, 2(1), 12–28. Retrieved from https://journals.uco.es/mes/article/view/12839
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This work is licensed under a Creative Common License (CC BY 3.0 ES)
References
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Ward, J. D. & Lee, C. L., (2002). A review of problem based learning. Journal of Family and Consumer Sciences Education. 20(1), 16-20.
Bender, W. (2012). Differentiating Instruction for Students with Learning Disabilities: New Best Practices for General and Special Educators (Third edition). Thousand Oaks, CA: Corwin Press.
Bishop, A. J. (2008). Research, effectiveness, and the practitioners’ world. En P. Clarkson y N. Presmeg (Eds.). Critical issues in mathematics education. Major contributions of Alan J. Bishop (pp. 191-203). Nueva York: Springer.
BOCyL (2012). Orden EDU/551/2012, de 18 de julio de 2012, por la que se regula la implantación y el desarrollo del Bachillerato de Investigación/Excelencia en la Comunidad de Castilla y León.
Boston, M. D. & Smith, M. S. (2009). Transforming secondary mathematics teaching: increasing the cognitive demands of instructional tasks used in teachers’ classrooms. Journal for Research in Mathematics Education, 40(2), 119-156.
Cai, J. & Howson, G. (2013). Toward an international mathematics curriculum. En M. A. Clements, A. J. Bishop, C. Keitel, J. Kilpatrick y F. K. S. Leung (Eds.), Third international handbook of mathematics education (pp. 949-974). Nueva York: Springer.
Cohen, A. D. & Dörnyei, Z. (2001). Taking my motivational temperature on a language task. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
Diezmann, C. M. & Watters, J. J. (2002). Summing up the education of mathematically gifted students. En B. Barton, K. C. Irwin, M. Pfannkuch y M. O. J. Thomas (Eds.), Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia MERGA (pp. 219-226). Sydney, Australia: MERGA.
Delgado, L. (2017). Educación Matemática y Buenas Prácticas [Apuntes académicos]. Usal-Moodle2.
Jaime, A. y Gutiérrez, A. (2017). Investigación en Educación Matemática. En J.M. Muñoz-Escolano, A. Arnal-Bailera, P. Beltrán-Pellicer, M.L. Callejo y J. Carrillo (Eds.), Investigación en Educación Matemática XXI (pp. 71-89). Zaragoza: SEIEM.
Lau, M. A. (2009). TBL in english language learning in Macau: Effects on chinese terniary learners’ beliefs and motivationsn (Tesis doctoral). University of Nottingham, Inglaterra. http://eprints.nottingham.ac.uk/10969/
Lupiáñez, J.L. (2016). Lo ordinario y lo extraordinario en el aula de Matemáticas. Cuadernos de Investigación y Formación en Educación Matemática. 15(11), 253-268.
National Council of Teachers of Mathematics. (2003). A research companion to principles and standards for school mathematics. J. Kilpatrick, W.G. Martin & D. Schifter, (Eds.). Reston, VA: National Council of Teachers of Mathematics.
Ramírez, R. (2012) Habilidades de visualización de los alumnos con talento matemático (Tesis doctoral). Universidad de Granada. Granada.
Rico, L. (1998). Concepto de Currículum desde la Educación Matemática. Revista de Estudios del Currículum, 1(4), 7-42.
Sahin, F., Güven, I. & Yurdatap, M. (2011). Development impact of the scientific process skills in preschool children of project-based training applications. Avaible on: http://ecc.isc.gov.ir/showJournal/26501/52686/696913
Scott, C. A. (1994). Project-based science: Reflections of a middle school teacher. The Elementary School Journal, 1(1), 75-94
Stepien, W., & Gallagher, S. (1993). Problem-based learning: As authentic as it gets. Educational leadership, 50(7), 25-28.
Strobel, J. y A. van Barneveld (2008). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), 44-58.
Tassinari, M. (1996). Hands-On Projects Take Students Beyond the Book. Social Studies Review, 34(3), 16-20
Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied linguistics, 27(1), 78-102 https://doi.org/10.1093/applin/ami046
Walker, A. y H. Leary (2009). A Problem Based Learning Meta-Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem-based Learning, 3(1), 6-28.
Ward, J. D. & Lee, C. L., (2002). A review of problem based learning. Journal of Family and Consumer Sciences Education. 20(1), 16-20.