00840nam0-2200265 --450 991020915660332120170628164022.00-571-17590-220170628d1995----kmuy0itay5050 baengGB 001yyAs i walked out one eveningsongs, ballads, lullabies, limerickes and otherlight verseby W. H. Audenselected by Edward MendelsonLondonFaber and faber1995XII, 153 p.23 cm.811.5422itaAuden,Wystan Hugh<1907-1973>131229Mendelson,EdwardITUNINAREICATUNIMARCBK9910209156603321811.54 AUDEN 1(1)Bibl.2017/143FLFBCFLFBCAs i walked out one evening1470532UNINA05402nam 2201345z- 450 991057687510332120231214132851.0(CKB)5720000000008424(oapen)https://directory.doabooks.org/handle/20.500.12854/84598(EXLCZ)99572000000000842420202206d2022 |y 0engurmn|---annantxtrdacontentcrdamediacrrdacarrierActive Methodologies for the Promotion of Mathematical LearningMDPI - Multidisciplinary Digital Publishing Institute20221 electronic resource (344 p.)3-0365-4179-9 3-0365-4180-2 In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages.Research & information: generalbicsscemerging methodologyeducational innovatione-learningeducational experimentationadultsstudentsb-learningICTvocational trainingconstructivismmathematics learningMOOCnew teaching techniquesstudents’ access to MOOClearningreading comprehensioncomplexityproblem-solvingarithmetic word problemsfraction operatortechnological environmentactive methodologyescape roomgamificationmethodological contrastmathematicssecondary educationmusical activitieslearning-teachingpreschoolmathematical modelingmodeling projectselementary schoollearning opportunitiescomputational thinkingSTEAM educationleisure-time educationmathematical educationgood practices in mathematics educationmathematics achievementinfluencing factorsuniversitysocial sciencesstructural equation modelling (SEM)Flipped Classroomflipped learninghigher educationeducational roboticsactive learningcase studiesvideogameearly childhood educationeducationlearning environmentseducational gamesengineering studentsaugmented realityspatial intelligenceSTEMGeogebra ARteaching differential equationsteaching mathematicssolving problemformative assessmentteacher educationteachers’ knowledgegame-based learningaffective domainmathematics educationsystematic reviewEXPLORIASTEAMactive methodologiesuniversity levelafective domainmathematical teaching methodologieseducative innovationlearning through video gamesreal-valued functionsResearch & information: generalFernández-Martín Francisco Dedt1325231Romero-Rodríguez José-MaríaedtGómez-García GerardoedtNavas-Parejo Magdalena RamosedtFernández-Martín Francisco DothRomero-Rodríguez José-MaríaothGómez-García GerardoothNavas-Parejo Magdalena RamosothBOOK9910576875103321Active Methodologies for the Promotion of Mathematical Learning3036712UNINA