About this paper

Appears in:
Pages: 4503-4508
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1978

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

THE CONSTRUCTION OF PHYSICAL MODELS AND THE DIFFICULTY OF THEIR MATHEMATICAL REPRESENTATION

H. Serrano, Y. Minami

Universidad Nacional Autonoma de Mexico (MEXICO)
This paper was made on first three semesters students of the School of Engineering, University of Mexico, who study mathematics, physics and chemistry subjects, in which there is speculation that their contents have a high degree of abstraction.

In two teaching projects developed from 2012 to date, have promoted the construction of a simple mechatronic or instrumentation models and prototypes by students under their teacher’s tutelage, putting into practice the didactic strategies known as problem-based learning, PBL, and collaborative learning, CL, in order to enhance some deficiencies presented in the passive learning. This idea proposes to address a real problem that does not have a single solution procedure. It requires that the student who is involved in the search for the problem’s solution, make its mathematical modeling, and build a physical prototype of this solution from an interdisciplinary perspective.

It starts on the assumption of solving a question that causes perplexity and at the same time presents difficulty to the student (Schoenfeld, 1992), which are attributes that characterize a real problem. It is necessary for the student to present three important attitudes to solve it:
a) get involved in obtaining the solution of the problem;
b) look for mathematical means to reach it; and
c) build its physical prototype.

One of the hypotheses of this work is that the benefits in the student’s learning that provide PBL far exceed those offered by the resolution of a traditional problem, because this requires much more than the application of algorithms of formulas.

To improve student learning in an unconventional way, it is proposed:
a) the development of a project of design and construction of physical prototypes;
b) a change of attitudes in the students and teachers before the academic work;
c) to adopt an interdisciplinary thinking;
d) to create a collaborative vision;
e) to influence the training of academic staff in non-traditional teaching methods.

It is important to provide to the students support by means of specialist’s lectures, articles of the subject and a special advisory service looking for the understanding of modeling and simulation processes, and the need of carry it out correctly.
@InProceedings{SERRANO2017CON,
author = {Serrano, H. and Minami, Y.},
title = {THE CONSTRUCTION OF PHYSICAL MODELS AND THE DIFFICULTY OF THEIR MATHEMATICAL REPRESENTATION},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1978},
url = {http://dx.doi.org/10.21125/edulearn.2017.1978},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {4503-4508}}
TY - CONF
AU - H. Serrano AU - Y. Minami
TI - THE CONSTRUCTION OF PHYSICAL MODELS AND THE DIFFICULTY OF THEIR MATHEMATICAL REPRESENTATION
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1978
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 4503
EP - 4508
ER -
H. Serrano, Y. Minami (2017) THE CONSTRUCTION OF PHYSICAL MODELS AND THE DIFFICULTY OF THEIR MATHEMATICAL REPRESENTATION, EDULEARN17 Proceedings, pp. 4503-4508.
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