Abstract:

Motivation:
It is beyond dispute that maths learning is a compelling need, specially, in our current digital era (see [1], [2]). Nevertheless, there exists a generalized negative attitude to face up the maths learning [3]. This shows the need of implementing new methods and resources as innovation projects. This implementation should be accompanied by its corresponding analysis [4]. The analysis allows teachers to determine which of these new methods and resources add value to the teaching-learning process and which ones are waste [5], in order to achieve the required competences, so guarantying the advance and sustainability of the innovation [6].
In this sense, ideas from the Lean Thinking methodology used in industry can be adapted to perform this analysis and to implement a continuous improvement process of the innovations. The application of Lean Thinking to the teaching-learning process, also known as Lean Teaching, is a new trend in Education, which has arisen in the last few years (see [7], [8], [9]).

Purpose/Context:
Motivated by these issues, we set out some ideas to help future math teachers of primary and secondary education to perform a lean analysis of innovative methods and resources, in the context of their professional development.

Methodology:
The key principles and practices of the Lean Thinking (value, flow/pull, people empowerment, and continuous improvement) are adapted for the maths teaching and learning process at schools. Then, we perform the identification of non-value-added activities and analysis of the implementation of innovations.

Findings:
The work provides an approach on how to analyse math innovations at school levels by using lean principles and practices, and shows how this approach could help to improve the maths teaching and motivate students.

Implications:
The implications this could bring are a better perception of maths, so improving the motivation towards its learning, and a contribution to the professional development of maths teachers.

References:
[1] Asociación Española para la Digitalización, “El desafío de las vocaciones STEM,” 2019. Retrieved from https://www.digitales.es/wp-content/uploads/2019/09/Informe-EL-DESAFIO-DE-LAS-VOCACIONES-STEM-DIGITAL-AF-1.pdf
[2] Spanish Strategic Network in Mathematics, “Socio-economic impact of the mathematical research and mathematical technology in Spain,” 2019. Retrieved from https://institucionales.us.es/remimus/wp-content/uploads/2019/04/ESTUDIO-MATEMATICAS-REM-AFI_ENG.pdf,
[3] C. Pedrosa, Actitudes hacia las Matemáticas en estudiantes universitarios. Ph.D. Thesis. Córdoba, 2020.
[4] S. Martinez, “Teaching innovation projects: fundamental features to their design, implementation and evaluation,” Revista Ciencias Pedagógicas e Innovación, vol. 7, no. 1, pp. 95–103, 2019.
[5] S. Martinez, “Towards Lean Teaching: Non-Value-Added Issues in Education,” Education Science, vol. 10, no. 6, 160, 2020.
[6] A. López-Alcarria, A. Olivares-Vicente, and F. Poza-Vilches, “A Systematic Review of the Use of Agile Methodologies in Education to Foster Sustainability Competencies,” Sustainability, vol. 11, 2915, 2019.
[7] D. Parsons, and K. MacCallum (Eds.), Agile and Lean Concepts for Teaching and Learning. Singapore: Springer, 2019.
[8] B. Emiliani, Lean Teaching: A Guide to Becoming a Better Teacher. Wethersfield: The CLBM, 2015.
[9] S. Martinez, “Lean Teaching: A New Trend in Education,” In Didactics of Mathematics: New Trends and Experiences, 27-36, New York: Nova, 2020.

Keywords:

Lean teaching, innovation projects, sustainability, profesional development of teachers, math teachers effectivity and efficiency.