Examinando por Autor "Tolmos, Piedad"

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Aspects of Using Telepresence Robot in a Higher Education STEAM Workshop
(Springer Nature, 2022-11) Leoste, Janika; Virkus, Sirje; Talisainen, Aleksei; Kasuk, Tiina; Kangur, Katrin; Tolmos, Piedad
Telepresence robots (TPRs) are becoming increasingly popular in education as they support social presence (an important component of human communication) of teachers and students. This paper presents the results of a study that explored the challenges of using a telepresence robot in a higher education STEAM workshop through the eyes of a teacher, telepresence robot mediated persons and physically present students. We identified crucial aspects that need to be addressed when involving telepresence robots in the hybrid teaching and learning process. The perspectives of using TPRs were mostly positive. However, technical support and changes in classroom practices are needed for successful use of TPRs in the teaching and learning process. Although TPRs enable greater social presence, the technology is still novel and its successful implementation requires more research, focusing on applying effective pedagogical design principles and adapting the environment accordingly to the conditions necessary for the successful operation of the TPRs. The TPR’s passenger option did not yield positive results in our research. This caused the participants to become detached from what was happening in the classroom, feel unable to control the situation, and supported social presence even less than using teleconference-based distance learning methods.
From the Steam Engine to STEAM Education: An Experience with Pre-Service Mathematics Teachers
(MDPI, 2023-01-16) Herrero, Ángel C.; Recio, Tomás; Tolmos, Piedad; Vélez, Pilar
In this paper, we describe an educational experience in the context of the Master’s degree that is compulsory in Spain to become a secondary education mathematics teacher. Master’s students from two universities in Madrid (Spain) attended lectures that addressed—emphasizing the concourse of a dynamic geometry software package—some historical, didactic and mathematical issues related to linkage mechanisms, such as those arising in the 18th and 19th centuries during the development of the steam engine. Afterwards, participants were asked to provide three different kinds of feedback: (i) working on an assigned group task, (ii) individually answering a questionnaire, and (iii) proposing some classroom activity, imagining it would be addressed to their prospective pupils. All three issues focused on the specific topic of the attended lectures. In the framework of Mason’s reflective discourse analysis, the information supplied by the participants has been analyzed. The objective was to explore what they have learned from the experience and what their perception is of the potential interest in linkages as a methodological instrument for their future professional activity as teachers. This analysis is then the basis upon which to reflect on the opportunities (and problems) that this particular bar-joint linkages methodological approach could bring towards providing future mathematics teachers with attractive tools that would contribute to enhancing a STEAM-oriented education. Finally, the students’ answers allow us to conclude that the experience was beneficial for these pre-service teachers, both in improving their knowledge on linkages history, mathematics, industrial, technological and artistic applications, and in enhancing the use in the classroom of this very suitable STEAM context.
POEMat.ES: Pauta de observación de la enseñanza de matemáticas en educación secundaria en España
(AIEM: Avances de Investigación en Educación Matemática, 2021-10-25) Joglar, Nuria; Ferrando, Irene; Abánades, Miguel Ángel; Arteaga, Blanca P.; Barrera, Víctor; Belmonte, Juan Miguel; Crespo, Rafael; Fernández, Ignacio A.; Fraile, Aránzazu; Hernández, Esperanza; Liñán, María del Mar; Macías, Jesús; Muñoz-Catalán, María Cinta; Pla-Castells, Marta; Ramírez, Mónica; Segura, Carlos; Tolmos, Piedad; Star, Jon
El objetivo de este artículo es presentar y justificar el diseño de POEMat.ES, una pauta de observación de acciones del profesor de matemáticas en clase. POEMat.ES ha sido desarrollado por un grupo de investigadores con perfiles diversos en cuanto a experiencia docente e investigadora, a fin de sistematizar la observación de la práctica de enseñanza para entender e interpretar con precisión el proceso de enseñanza de matemáticas en educación secundaria en el contexto español. El diseño de POEMat.ES se ha basado en modelos específicos del conocimiento del profesor de matemáticas. La construcción del instrumento se aborda desde dos aproximaciones complementarias: se proponen categorías de observación de acciones del profesor desde una revisión sistemática de la literatura, y se redefinen, refinan y validan a través de los visionados de vídeos.