I am a mathematics teacher, currently focused in my PhD @Bath Spa University. I am looking at effective ways in which undergraduate students can engage effectively with digital literacies.
I propose that designing and developing their own digital learning environment is one possible way.
I worked in Venezuela for 15 years in different levels of high school. Later I moved to higher education. There I taught in “Math 0”, an initial course for freshers and in a bridge course as well; both developed and taught in the University Simón Bolívar.
I always have been fascinated by how technology can be used to enhance the learning experience.
I hypothesise about incorporating the digital-world and its many tools to serve as a workbench for students to craft their own learning, a way to gain ownership in the process hence, engagement and hopefully a deeper understanding of the subject matter at stake.
I am interested in how, through the process of designing and crafting a Personalised Learning Environment, students can improve their digital and design literacy and in doing so become digital competent in academic settings and hopefully being able to extend these skills to their future jobs. Here is a link to my first article, a bit awkward and not very well written, but a start, a start to realise how much I need to learn!
In 2011 I attended the summer school at the Freudenthal Institute for Science and Mathematics Education in Utrecht, the Netherlands. One of the greatest places I have been! There I met Prof. Jan van Maanen, a brilliant Professor of mathematics education and the history of mathematics. He introduced me to this fascinating world of the history of mathematics and how it can enhance the learning of mathematics. I stayed there for a year and a half as a guest and started to learn in an auto didactical way the basic skills of educational research. Initially I was looking at possible features a mathematics course should have so to use historical material in a cultural context to promote knowledge reinvention in young students while learning mathematics. How can the integration of historical aspects foster connections between the human and the science and among the different branches and topics in mathematics making it a meaningful whole instead of a set of disconnected chapters and stiff rules that makes the learning uncanny for students but also for prospective teachers.
Looking at how an idea has evolved through out time and capture different frame of mind in each period gives students a different understanding of the concept. It makes them more like a mindful tourist guide of a wider landscape. Exploring the history of an idea brings integrates the human aspect into the scenario. In short it humanises mathematics making it familiar and hopefully welcoming to learn broadening the horizon of teachers.
There has been some changes in my PhD project, as it is always the case in life!
It seems the only constant is change 🙂
Now I am turning my face to look at how last year undergraduates in Education Studies @ Bath Spa University can design and develop their digital environment to use it as a workbench to craft their undergraduate dissertation.
My supervisory team has changed. Now I am working with: Prof. Grainee Canole (here her blog), my Director of Studies a Professor of Learning Innovation with much experience and expertise in the field (this has changed again in 2016). And Dr. Darren Garside (here his blog) a doctor in philosophy for children and is a bright Senior Lecturer with a brilliant mind and a big big heart, a beautiful human being. I am so lucky!! [this in now my DoS].
Here is my first Blog, an attempt at a digital like drawer for my links and documents.
If there is any suggestion, idea, interesting link or information you want to share with me I am more than pleased to receive it.