Universidad Autónoma del Estado de Morelos (MEXICO)
About this paper:
Appears in: ICERI2015 Proceedings
Publication year: 2015
Pages: 4274-4278
ISBN: 978-84-608-2657-6
ISSN: 2340-1095
Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain
This contribution is related to Experiences in Primary and Secondary education implemented during last decades in Mexico in order to attend the special educational necessities of children with extraordinary aptitudes in accordance to results of investigations published by the Secretaría de Educación Pública (SEP) in 2006: “Propuesta de intervención: Atención educativa a alumnos y alumnas con aptitudes sobresalientes”

In our exposition we present some samples of trajectories which have been performed by teachers in order to develop creativity of children with extraordinary aptitudes in the process of solving mathematical problems. In order to satisfy the special need in education for gifted children a program for science learning development in early-stages has been carried out under supervision by IEBEM (Spanish abbreviation for Institute for Basic Education of the State of Morelos). As conscience the Autonomous University of the State of Morelos (UAEM) offered a program for logical intelligence development for 160 children selected from various public elementary schools, this program implements 5 hours sessions as weekend workshops directed by a group of professors of the Faculty of Sciences and graduate students interested in mathematical education.

During the development of this program it was observed that 5 consecutive hours were too hard for little children to work in only one activity. The working group noticed that after certain amount of time the children’s attention in the problems was null, even when they worked with the ENLACE (National Evaluation for Academic Accomplishments in Scholar Centers) test. We also noticed that after many repetitive questions the students lost their interest and concentration for answering them, (the experience of that proof will be tackled in this paper) so instead of doing mathematical activities all day long, part of the time was used for doing explorative activities in collaboration with their student partners.

Finally we’ll be sharing the different forms about how to teach science and arrange the interactions between pupils, as well as how to motivate children’s curiosity in order to make them ask themselves about the science that they encountered in every day life.

During the development of this program various forms to convey scientific knowledge were implemented: video materials, animated explanations, and power point presentations explained by the teaching group. The conclusion was that not all the didactic material caused the same interest for the children, and also that everything suggests that the students rather prefer the materials where they are enrolled in activities with more human contact in contrast with the experience with the students prepared for participation to competitions of Olympiad type in mathematics and sciences.

In our investigation we rely upon the Ontosemiotic Approach (OSA) as a theoretical framework so that the title is referred to the two trajectories: the emotional and mediational, among the six trajectories considered in (V.Font, et all, 2010).

As a result, We came to a conclusion that it is important to design an ambient of study creating the realm of mathematical beauty and satisfaction of personal achievement.
The study and an analysis of the results obtained in our work may lead to the teaching guides which would offer effective methods for the general school practice.
Teaching trajectories, gifted children, creativity, problem solving in mathematics.