ICT-based co-design of geometric problems: study of an experience with student-teachers on a blended learning module
DOI:
https://doi.org/10.21556/edutec.2020.74.1807Keywords:
blended learning, geometry, codesign, problem-based learning, student-teachersAbstract
The peculiar obsession with a mathematic formation purely focused on arithmetic knowledge (a particular deformation of the Spanish system) produces students with well-marked difficulties in solving geometric problems due, mainly, to their poor spatial vision. However, approaches to promote digital learning are becoming increasingly diverse, diffuse, and generally well accepted. This is a consequence of an effort to go further in the implementation of problem-based learning strategies for teaching geometry-related knowledge. In particular, the co-design of strategies for training processes is a field of research that offers great development possibilities. In this contribution we present the results obtained on a mixed learning module with co-designed activities focused on the development of competencies linked to the development of geometric knowledge in teacher students. This study is part of a continuous effort to implement co-design and blended learning methodologies, presenting the results accumulated after an experience and analyzing, in particular, the usefulness of this type of strategies for the study of geometry.
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