Research Group in Mathematics Education
Mathematical Seedbed
.
.
About the
Project
Mathematical Seedbed was born out of the initiative of students and professors from the Bachelor’s Degree in Mathematics at UIS who wanted to respond to the need of enabling mathematical learning from a playful and didactic platform without losing the rigor that teaching requires.
Since 2001, the project has been an outreach program of the School of Mathematics at the Universidad Industrial de Santander that has established itself as a space for children and young people in the region to approach mathematical knowledge through problem-solving, using games, riddles, puzzles, origami, and ICTs.
GENERAL
Objectives
.
To promote the development of mathematical thinking in children and young people through the exploration and deepening of different problem situations.
To offer a space for university outreach to the basic education student community of the metropolitan area of Bucaramanga and its surrounding municipalities.
SPECIFIC
Objectives
.
To motivate students towards learning mathematics through the use of didactic and technological instruments.
To show another image of mathematics, freeing the rigid content, in order to build awareness of mathematical thinking.
To improve the students’ ability to concentrate and pay attention through problems, games and folding.
To encourage in students skills that favor self-learning of mathematics.
To increase children’s enjoyment of mathematics.
To foster the importance of comprehensive reading in the students to make possible the success in the solution of problem situations.
PROJECT
Methodology
.
We will work with workshops prepared in advance by teachers, which will have a high content of recreational mathematics and will contribute to the development of numerical, spatial, metric, random and variational thinking, so that students will enjoy exploring all the thoughts involved in mathematics. These workshops aim to induce the processes of investigation that underlie mathematical reasoning, through play, surprise, contradiction and paradox. Likewise, these workshops create an atmosphere of open questioning in the classroom: asking, challenging, reflecting, arguing, guessing, as well as the possibility of generating confidence in mathematics and in the individual capacities of each student to work in mathematical situations. Furthermore, starting from simple explorations, we will seek to lead them in a natural way to higher and higher levels of complexity within mathematical knowledge itself; and to intuitive approaches to fundamental concepts of school mathematics (free of rules, formulas, algorithms that are aimed at enriching and significantly deepening each one of them).
DAYS OF
Activities
.
The working days will be on Saturdays from 8:00 a.m. to 12:00 m. Each day will comprise two parts, the first one from 8:00 a.m. to 11:00 a.m. in which the workshops and guides will be based on mathematical problems. The proposed problems will be presented in contexts open to the student’s daily experience, free of explicit theoretical content and framed in situations that, in addition, are familiar and fun.
The second part of the day will include working with the origami technique, elaborating figures and specific activities for each Saturday so that the student can develop skills such as attention, concentration, fine motor skills, memory, spatial location and geometric knowledge. This semester we have decided to complement this work, with the construction of three-dimensional objects from its representation in the plane, this taking into account the skills and knowledge of each student.
GENERAL
Objectives
.
To promote the development of mathematical thinking in children and young people through the exploration and deepening of different problem situations.
To offer a space for university outreach to the basic education student community of the metropolitan area of Bucaramanga and its surrounding municipalities.
SPECIFIC
Objectives
.
To motivate students towards learning mathematics through the use of didactic and technological instruments.
To show another image of mathematics, freeing the rigid content, in order to build awareness of mathematical thinking.
To improve the students’ ability to concentrate and pay attention through problems, games and folding.
To encourage in students skills that favor self-learning of mathematics.
To increase children’s enjoyment of mathematics.
To foster the importance of comprehensive reading in the students to make possible the success in the solution of problem situations.
PROJECT
Methodology
.
We will work with workshops that are prepared in advance by teachers, which will have a high content of recreational mathematics and that will contribute to develop numerical, spatial, metric, random and variational thinking, so that students will enjoy exploring all the thoughts involved in mathematics. These workshops aim to induce the processes of investigation that underlie mathematical reasoning, through play, surprise, contradiction and paradox. Likewise, these workshops create an atmosphere of open questioning in the classroom: asking, challenging, reflecting, arguing, guessing, as well as the possibility of generating confidence in mathematics and in the individual capacities of each student to work in mathematical situations. Furthermore, starting from simple explorations, we will seek to lead them in a natural way to higher and higher levels of complexity within mathematical knowledge itself; and to intuitive approaches to fundamental concepts of school mathematics (free of rules, formulas, algorithms that are aimed at enriching and significantly deepening each one of them).
DAYS OF
Activities
.
The working days will be on Saturdays from 8:00 a.m. to 12:00 m. Each day will comprise two parts, the first one from 8:00 a.m. to 11:00 a.m. in which the workshops and guides will be based on mathematical problems. The proposed problems will be presented in contexts open to the student’s daily experience, free of explicit theoretical content and framed in situations that, in addition, are familiar and fun.
The second part of the day will include working with the origami technique, elaborating figures and specific activities for each Saturday so that the student can develop skills such as attention, concentration, fine motor skills, memory, spatial location and geometric knowledge. This semester we have decided to complement this work, with the construction of three-dimensional objects from its representation in the plane, this taking into account the skills and knowledge of each student.
Do you want more information?
Contact Us
Research Group in Mathematics Education (EDUMAT)
PBX: +57 (607) 634 40 00
Phone extension: 2591
Mathematical Seedbed
Marcela Jaimes Muñoz
matematica.semillero@uis.edu.co
Phone: +57 (607) 634 4000
Extension: 1229 – 2316
Office hours:
Monday to Friday
7:00 a.m. a 12:00 m.
2:00 p.m. a 5:00 p.m.
Do you want more information?
Contact Us
Research Group in Mathematics Education (EDUMAT)
PBX: +57 (607) 634 40 00
Phone extension: 2591
Mathematical Seedbed
Marcela Jaimes Muñoz
matematica.semillero@uis.edu.co
Phone: +57 (607) 634 4000
Extension: 1229 – 2316
Office hours:
Monday to Friday
7:00 a.m. a 12:00 m.
2:00 p.m. a 5:00 p.m.
Do you want more information?
Contact Us
Research Group in Mathematics Education (EDUMAT)
PBX: +57 (607) 634 40 00
Phone extension: 2591
Mathematical Seedbed
Marcela Jaimes Muñoz
matematica.semillero@uis.edu.co
Phone: +57 (607) 634 4000
Extension: 1229 – 2316
Office hours:
Monday to Friday
7:00 a.m. a 12:00 m.
2:00 p.m. a 5:00 p.m.