Brief description

The aims of this programme are to offer a frame in which mathematics learning and teaching can be conceptualized in order to achieve students’ conceptual learning of mathematics based on “Inquiry-based learning”, in particular, the design and development of Mathematical Research Project (MRP) for teaching at university level. From 2017-2019 a first phase of the program was developed at the IMI. T The version presented is an update of it. This second phase of the program is based in the research and financial support of the European Project Project “Partnership for the Learning And Teaching IN University Mathematics” (PLATINUM) ERAMUS+ Programme: KA2 - Cooperation for Innovation and the Exchange of Good Practices KA203 - Strategic Partnerships for higher education granted in July 2018 by the European Commission (agreement nº: 2018-1-NO01-KA203-038887). There are two aspects to be highlighted in research. First, we focus on Mathematics Education at university level a less studied area. Second, we use “Inquiry-based learning” methodology scarcely used at tertiary level for two issues: creation of a tool for teaching and learning, and teacher (lecturers) training programmes. In this programme the participation of novel teachers and doctoral students as prospective teachers in undergraduate Mathematics are adopted. We want to point out that this second phase of the program will have several new features. One referred to the focus of the products-contents that is developed and another regarding the transfer actions at international level. The most efficient combinations of instructional strategies which contribute to better learning of mathematics will be identified, both for graduates in mathematics and non-mathematics graduates (engineers, economists, etc.). Likewise, Experimental Design will be carried out, which aims to develop materials which will help to improve service and pre-service lectures’ s competences in Mathematics at university level.

 

Researchers

• Inés María Gómez Chacón (Profesora, Facultad de Matemáticas, UCM)
  
• Antonio Díaz-Cano Ocaña (Profesional, Facultad de Matemáticas, UCM)

 

External Collaborators

• Carlos Andradas Heranz (Profesional, Facultad de Matemáticas, UCM)
• Marco Castrillón López (Profesional, Facultad de Matemáticas, UCM)
• Carmen Corrales Rodrigáñez (Profesional, Facultad de Matemáticas, UCM)
• Marta Folgueira López (Profesional, Facultad de Matemáticas, UCM)
• Ángeles Prieto Yerro (Profesional, Facultad de Matemáticas, UCM)
• Adrián Riesco Rodríguez (Profesional, Facultad de Informática, UCM)
• Luís Sanz San Miguel (Profesional, Facultad de Matemáticas, UCM)
• Marta Barbero (Doctoral student IMEIO, Facultad de Matemáticas, UCM)
• Francisco Martínez Aguinaga (Doctoral student, Facultad de Matemáticas, UCM)
• Ferdinando Arzarello, Università di Torino, Italia.
• Michèle Artigue, Université Paris Diderot, Laboratoire de Didactique André Revuz.
• José Carrillo Yañez, Universidad de Huelva
• Barbara Jaworski. Professor of Mathematics Education, Loughborough University.
• Isabel Mª Romero Albadalejo, Universidad de Almería
• Alain Kuzniak Université Paris Diderot, Laboratoire de Didactique André Revuz.
• Josef Rebenda, CEITEC – Central European Institute of Technology, Czech Republic
• Philippe Richard, Université de Montréal, Canada.
• Yuriy Rogovchenko, MatRIC: Centre for Research, Innovation and coordination of mathematics Teaching, University of Adger (Norway)
• Laurent Vivier, Université Paris Diderot, Laboratoire de Didactique André Revuz

 

Publications

• I. Gómez-Chacón. Sentido de la vida y matematización de la cultura. Pensamiento, 2022, 78(298), pp. 595–614. https://doi.org/10.14422/pen.v78.i298.y2022.018
• A. Díaz-Cano, F. González-Gascón, L. L. Sánchez-Soto. On the Ray-Wavefront Duality. Symmetry. 2022, 14, 3, Article number 478. https://doi.org/10.3390/sym14030478
• I. M. Gómez-Chacón, R. Hochmuth, B. Jaworski, J. Rebenda, J. Ruge S. Thomas (Editors). Inquiry in University Mathematics Teaching and Learning: The PLATINUM Project. Masaryk University Press. 2021. ISBN 978-80-210-9982-1 e-ISBN 978-80-210-9983-8. https://doi.org/10.5817/CZ.MUNI.M210-9983-2021
  
• I. M. Gómez-Chacón, R. Hochmuth, S. Rogovchenko, N. Brouwer. Methods and Materials for Professional Development of Lecturers. In Inquiry in University Mathematics Teaching and Learning. Editorial: Masaryk University Press. 2021, 127-146. ISBN 978-80-210-9982-1 e-ISBN 978-80-210-9983-8. https://doi.org/10.5817/CZ.MUNI.M210-9983-2021
• I. M. Gómez-Chacón, A. Díaz-Cano, J. A. Infante, A. Riesco. Teaching Inquiry-Oriented Mathematics: Establishing Support for Novice Lecturers. In Inquiry in University Mathematics Teaching and Learning. Editorial: Masaryk University Press. 2021, 289-306. ISBN 978-80-210-9982-1 e-ISBN 978-80-210-9983-8. https://doi.org/10.5817/CZ.MUNI.M210-9983-2021
• M. Ansola, A. Díaz-Cano, M. A. Zurro. Semialgebraic sets and real binary forms decompositions. Journal of Symbolic Computation. 2021, 107, 209-220. https://doi.org/10.1016/j.jsc.2021.03.001
• M. Barbero, I. M. Gómez-Chacón. F. Arzarello. Backward Reasoning and Epistemic Actions in Discovering Processes of Strategic Games Problems. Mathematics. 2020, 8(6), 989. https://doi.org/10.3390/math8060989
• M. Barbero, I. M. Gómez-Chacón. Analysing regressive reasoning at university level, in the book Research and development in university mathematics education -Overview produced by the International Network for Research on Didactics of University Mathematics. Routledge edition in 2020. ISBN 9780367365387. https://hal.archives-ouvertes.fr/hal-01849541/document
• I. M. Gómez-Chacón, T. Ortuño, A. de la Fuente. Aprendizaje-Servicio en Matemáticas: Uso de Trayectorias de Aprendizaje en la formación universitaria. REDU. Revista de Docencia Universitaria.  2020, 18, 1, 213-231. ISSN 1887-4592. https://doi.org/10.4995/redu.2020.12079
• M. Ansola, A. Díaz-Cano, M. A. Zurro. El problema de Waring para formas binarias reales. La Gaceta de la RSME. 2020, 23, 1, 147–162. Ver artículo aquí.

 

Activities

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