Abstract:

In Colombia, since the low performance in the PISA tests, where the faults in math skills can be easily seen, it is necessary to review the teaching models and an intervention in the development of tools that power the student, knowledge, teacher interaction. In this direction the industrial design as a project discipline allows to board the problem with an interdisciplinary approach; with the application of participative methodologies and co-design, a work methodology has been made to design a didactic tool where the direct users (students and teachers) are co-creators providing their experience and expectations. This methodology is built in three phases: the first phase contains the problem's recognition, the construction and application of polls to the teachers, data analysis and results contrast using a focus group with pedagogy experts. In the second phase and from the conclusions of the previous phase the determinants for the design phase are generated and the conceptual design of the didactic tool is defined; in the last phase the design of the proposals is developed, the elaboration of the design prototypes, the evaluation of the user's panel design and the validation of the qualities of the didactic tools designed with users in real contexts.

In this study the continuation of the project: didactic tools development for math teaching in elementary school students is presented, which was presented on ICERI2014.

Although initially the project presented a general view of the creation of the methodology, arguing the importance of the joint work among teachers and students to get an objective result that covers real needs and real contexts; to illustrate this methodology the design of a didactic tool was developed oriented to fortify the process of teaching-learning of one of the subjects of math which presents the greater difficulty: decimal numbering system; the identification of the subjects, and level of difficulty is one of the results of the first phase of the methodology, proving how users can be co-creators of a design element that ease and enhances its activity.

In this continuation of the project the results of the evaluation are presented for each of the phases of the methodology, in addition of the proof and validation of the application of the elements designed in the context of the classroom in order to determine the level of improvement in the building and learning of concepts. Also the potential of application of the methodology is studied in other areas different to math.

Keywords:

Industrial Design, Methodology, Co-Design, Didactic tools, Interaction.