Cristina Sánchez-Cruzado

This instrumental case study analyses the evolution of the specialised knowledge and affective domain of a pre-service primary education teacher regarding the subtraction algorithm. Traditionally, subtraction with regrouping is taught via procedural metaphors which often cause mathematical misconceptions. To address this problem, an instructional intervention based on the Mathematics Teacher’s Specialised Knowledge (MTSK) framework was implemented to examine changes in both specialised knowledge and the affective domain. This instrumental qualitative case study adopted an interpretative approach. Data were analysed using deductive-inductive content analysis based on audiovisual teaching tasks, questionnaires, and a semi-structured interview. Findings suggest substantial changes: cognitively, the pre-service teacher shifted from relying on mechanical rules to demonstrating a structural mastery of the Decimal Numbering System using manipulative tools. Emotionally, acquiring a deep relational understanding allowed her to overcome her academic past and experience true math-redemption. The study concludes that addressing mathematical cognition, pedagogical strategies, and emotional history simultaneously empowers future educators to break the generational cycle of mathematical fear.

This study examines how computational thinking (CT) and mathematical problem solving (PS) appear together in primary education through unplugged activities. Using Turing Tumble , a gravity-driven mechanical computer, thirty 9 to 10-year-old students organised into 10 triads engaged in a classroom teaching experiment aimed at fostering CT skills and PS strategies. We conducted a mixed-methods analysis of video recordings and student workbooks, supported by detailed case study excerpts and still frames of the problem-resolution process with the machine, capturing students’ observable actions and strategic decisions. Findings reveal that students relied heavily on iterative testing and debugging rather than explicit planning, suggesting that tangible tasks encourage exploratory, action-oriented reasoning. A taxonomy of testing behaviours is proposed, distinguishing mechanical, kinaesthetic, algorithmic partial, and algorithmic complete testing. Co-occurrence analysis shows strong links between Polya´s looking back phase and testing/debugging, evidencing how metacognitive reflection manifests through hands-on verification. This study provides empirical evidence that unplugged tasks can connect CT and mathematical PS by linking strategic phases of problem solving with observable CT actions. Implications for instructional design and assessment in early CT integration are discussed.

Este documento muestra una experiencia de innovación didáctica enmarcada en el currículo del área de matemáticas para el desarrollo de habilidades de pensamiento computacional. Para ello se realiza un experimento de enseñanza, desarrollado en cuatro sesiones en cuarto y quinto de educación primaria. En ellas se exponen una serie de tareas desconectadas, llevadas a cabo con material manipulativo con el juego Turing Tumble. Se plantea una secuencia de tareas que ofrecen al alumnado actividades de creación y depuración de algoritmos y reconocimiento de patrones a través de retos realizados con este simulador mecánico. Se describen las tareas diseñadas y se analiza si son pertinentes o no a partir de las respuestas del alumnado organizados en parejas o tríos homogéneos. Se detalla el protocolo seguido para depurar las tareas presentadas al alumnado. Se toma conciencia de que el orden y el tipo de tareas contribuyen de diferente forma al desarrollo de destrezas de pensamiento computacional, permitiendo la creación, el testeo, la depuración y la optimización eficiente de algoritmos. Con este proceso, se consigue mejorar las actividades planteadas para un próximo ciclo de la investigación.

Advancements in electronics and the rapid evolution of technology necessitate that higher education institutions continuously adapt their curricula to accommodate new teaching methodologies and emergent tools. This paper examines the impact of integrating flipped learning and digital laboratories into practical sessions of a Basic Electronics course by analyzing 5 years of data. Using an action research methodology, the research was conducted through three phases: traditional in‐person teaching, fully online instruction during the COVID‐19 pandemic, and a hybrid model combining flipped classrooms, digital laboratories, and in‐person sessions. The findings reveal that the hybrid model, blending digital and traditional methods, significantly enhanced student performance, particularly in practical tasks. Furthermore, digital laboratories provide students with a risk‐free environment to simulate real‐world electronic scenarios, fostering deeper cognitive engagement and reducing the cognitive load during in‐person sessions. The flipped classroom structure encouraged active learning and peer collaboration, which led to greater student motivation, lower absenteeism, and improved learning outcomes. Additionally, students demonstrated a marked increase in their ability to apply theoretical knowledge to practical problems, highlighting the effectiveness of this approach in bridging the gap between theory and practice. This model enhances cognitive and motivational learning dimensions, providing a balanced, effective approach to modern engineering education. The results can potentially contribute to the understanding of effective pedagogical strategies in adapting engineering education to meet the challenges of the digital age.

El presente artículo se enmarca en una de las líneas de investigación y desarrollo definidas en el Convenio de colaboración entre la provincia de Misiones (Argentina) y la Universidad de La Rioja (España), cuyo objetivo es, entre otros, el análisis de la competencia digital de docentes para establecer una matriz de inicio y comprobar su evolución posterior. Se presentan los resultados obtenidos en un estudio realizado entre los años 2019 y 2020 en el que participaron 1.422 docentes de todos los niveles educativos. Para ello se realiza un análisis sobre la auto-percepción de la competencia digital de los docentes encuestados, tomando como referencia el marco común de competencias digitales del INTEF y empleando, para la recogida y análisis de los datos, el cuestionario ACDC (Análisis de Competencias Docentes Comunes). Los datos muestran baja percepción de las propias competencias digitales, especialmente en las áreas relacionadas con la creación de contenidos.

El objetivo del presente artículo es examinar el nivel de percepción de competencia digital del profesorado de Educación Infantil, así como analizar si se han producido diferencias en ese nivel antes y después de la Covid-19. Para ello, se aplicó como instrumento de recogida de información el cuestionario ACDC (Análisis de Competencias Digitales Comunes) a una muestra de 237 docentes de Educación Infantil. Asimismo, se realizó una entrevista semiestructurada a 9 profesoras de Educación Infantil para conocer en profundidad su perspectiva acerca de la formación recibida en TIC y su aplicación en las aulas. Los resultados obtenidos muestran que el nivel general del profesorado de Educación Infantil en competencias digitales es básico, y han sido conscientes de sus mayores carencias tras la época de confinamiento y docencia virtual forzada.

The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained through a multiple linear regression model. The study reveals that digital literacy is not a reality that has favored the teaching–learning process and that a training program is urgently required for teachers to reach optimal levels of digital skills, so as to undergo a true paradigm shift, ultimately combining methodology and educational strategies.

The intention of this article is to share research taken from the initial training of secondary education pre-service teachers, in which college professors from mathematics and social sciences education participate. There are numerous studies regarding curriculum integration. However, there is insufficient research that offers insight into how different forms of disciplinary thought may come together in the design and development in practice for an educational purpose. The research professors carried out a qualitative investigation, working with two pre-service teacher groups from the fields of mathematics and social sciences. We used a validated research instrument to analyze how interdisciplinary educational proposals are developed, and how said proposals can be used to understand our social reality. Through an integrated project, pre-service teachers addressed sexist hate speech taken from different contexts. They designed didactic proposals, with mathematical contents, which allow high school students to argue with data and create counter-narratives, which softened or eliminated the sexist hate speech Among the conclusions, we may emphasize the value of pre-service teachers identifying their strengths in order to use the mathematical and social thought processes in an autonomous and creative way, thereby developing the instrumental, functional, and formative character in mathematics education.

El objetivo de este estudio es obtener información a partir de una experiencia exploratoria, realizada en el Grado de Educación Primaria de la Universidad de Málaga, dentro del marco de una investigación-acción, en la que se utiliza el modelo flipped classroom en educación estadística, para evidenciar que, mediante la utilización de este modelo, se fomenta la autorregulación en el proceso de enseñanza-aprendizaje, alcanzando la metacognición. Se pretende, desde un planteamiento metodológico activo, basado en la autonomía personal y la autorregulación, implicar al alumnado en su aprendizaje, promover la capacidad de análisis de datos y razonamiento estadístico, y además ser capaces de desarrollar el pensamiento crítico. De acuerdo a los resultados observados, con este modelo se consiguen desplazar fuera del aula las actividades matemáticas más instrumentales, favoreciendo el desarrollo de tareas mucho más funcionales y formativas en el aula.