http://hdl.handle.net/10366/4256 Sun, 19 Apr 2026 02:43:39 GMT 2026-04-19T02:43:39Z http://hdl.handle.net/10366/170924 [EN] Mathematical comics represent a didactic resource that enhances the teaching and learning of mathematical concepts by promoting meaningful learning experiences. This study presents a systematic literature review on the use of mathematical comics in mathematics education between 2015 and 2024. The review was conducted following PRISMA guidelines and adopted a qualitative approach to analyze research trends and characteristics. Four academic databases were consulted using search equations in English and Spanish that combined terms related to comics and mathematics. The inclusion criteria delimited the corpus to peer-reviewed articles, conference proceedings, and book chapters published during the specified period. After the identification, screening, and eligibility phases, 49 studies were selected for analysis. The results indicate that mathematical comics have become a topic of growing research interest. Furthermore, they show that they function as versatile pedagogical tools, providing significant value as a comprehensive resource for the teaching and learning of mathematics. However, their application in educational practice remains limited. This highlights the need for further research on their impact, as their potential has not yet been fully developed across diverse educational contexts. Fri, 10 Apr 2026 00:00:00 GMT http://hdl.handle.net/10366/170924 2026-04-10T00:00:00Z http://hdl.handle.net/10366/170843 Los planes de formación docente deben abordar diferentes tareas que doten a los futuros maestros de recursos con los que organizar la docencia en las aulas de matemáticas. En este trabajo se expone una experiencia con futuros docentes en la que debían expresar la solución de un problema a través del dibujo. Los resultados muestran que la motivación e interés de los estudiantes fue mayor que la habitual en la resolución escrita de problemas. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/170843 2023-01-01T00:00:00Z http://hdl.handle.net/10366/170842 En este artículo se muestra una experiencia con futuros docentes con el objetivo de desarrollar una unidad didáctica,con el cómic como herramienta pedagógica, para trabajar un contenido matemático. Los futuros docentes seleccionaron diferentes escenarios, desarrollaron cómics para trabajarlos contenidos matemáticos y concluyeron que trabajar las matemáticas a través de este recurso era muy enriquecedor y atractivo para el alumnado. Sat, 01 Jul 2023 00:00:00 GMT http://hdl.handle.net/10366/170842 2023-07-01T00:00:00Z http://hdl.handle.net/10366/169781 [EN] This paper analyses the conceptions of a group of students about geological time and its relation to physical landscape formation, focusing on the frequency and rate of a number of geological processes that have shaped our planet over time and that are involved in the formation of the current relief. Data were collected by means of a questionnaire that was administered to 199 university students from a Spanish public university. A total of 185 of them were pre-service teachers and 14 were geology students. Results demonstrated that pre-service teachers had trouble correctly answering questions about the current relief, but especially those questions related to landscapes throughout the history of Earth. Data analysis was done, taking into account pre-university students’ tuition, and results showed that those who had taken a high school branch of sciences and technology obtained better results than those who had taken a humanities and social sciences branch. These latter also obtained better results than those who had taken arts as a high school branch. Furthermore, pre-service teachers had difficulties mastering mid-time magnitudes, which ended up making it difficult for them to understand how the physical landscapes were formed. Finally, from the obtained results, some curricula implications are discussed. Tue, 08 Dec 2020 00:00:00 GMT http://hdl.handle.net/10366/169781 2020-12-08T00:00:00Z http://hdl.handle.net/10366/169780 [ES] Se analizan las concepciones de estudiantes de 4º de la ESO y del 1er y 2º curso de universidad sobre el tiempo geológico. Se utilizaron como instrumentos de análisis una línea temporal de la historia de la Tierra y un cuestionario de preguntas cerradas sobre la frecuencia y duración de procesos del modelado del relieve. Los resultados indicaron que el alumnado presentó serias dificultades para trabajar con escalas y edades absolutas, y se observaron contradicciones entre los valores en las líneas y los valores absolutos de cada evento. Los eventos que resultaron más problemáticos para situarlos en las líneas temporales fueron aquellos más modernos y que involucran lapsos de tiempo más reducidos. La duración y frecuencia de los procesos de formación del relieve más problemáticos fueron aquellos relacionados con procesos internos que conllevan lapsos de tiempo más elevados. Esto abre algunas posibilidades para facilitar el aprendizaje de estos aspectos. Mon, 17 Jul 2023 00:00:00 GMT http://hdl.handle.net/10366/169780 2023-07-17T00:00:00Z http://hdl.handle.net/10366/169779 [EN] Due to its holistic nature, assessing the implementation of Whole School Approaches is challenging. In this study, we combine quantitative and qualitative methods to evaluate the effectiveness of the implementation of a WSA approach towards waste management and sustainability. Our results highlight that the introduction of data-driven assessment tools to assess the effectiveness of WSA is a valuable contribution to the field. Sun, 23 Jun 2024 00:00:00 GMT http://hdl.handle.net/10366/169779 2024-06-23T00:00:00Z http://hdl.handle.net/10366/169683 [EN] This paper provides insights into the indirect effect of subject matter knowledge on the pre-service teachers’ mitigation action of willingness to include climate change in their future teaching practices. Mediation analysis was conducted to assess the mediating role of emotions and attitudes on direct and indirect mitigation actions with a nationally representative sample of 889 pre-service teachers from Spain. The results show that subject matter knowledge has an indirect effect on pre-service teachers’ willingness to teach and is mediated by emotions and attitudes. Mediation analysis also revealed a relationship between emotional engagement and mitigation actions: students who experience stronger emotions are more likely to take direct and indirect mitigation action, but a more environmentally friendly lifestyle (direct mitigation) is not associated with willingness to engage in climate change education (indirect mitigation). We conclude that educators should consider emotions and attitudes when implementing climate change education. Wed, 26 Jun 2024 00:00:00 GMT http://hdl.handle.net/10366/169683 2024-06-26T00:00:00Z http://hdl.handle.net/10366/169343 [EN]This study uses a one group pre-test and post-test design to describe the mental models of geologic time held by a group of Spanish pre-service primary teachers, before and after an instructional intervention that introduced the work with different timescales. The questionnaire was given before instruction and five weeks after it. It consists of a timeline where seven key events were to be sequenced, and two questions, one open-ended and one closed, related to the absolute ages of the events and their duration. The mental model that was repeated the most before and after instruction contemplates the planet and life as something that has evolved over time, but is still quite far from the scientific model. The results also show a significant evolution of mental models towards the scientific model, although students still evidence certain difficulties when working with scales and absolute ages, tending to underestimate the spans of time involved. Furthermore, students exhibited certain difficulties when working with the ages of the most recent events that involve shorter time spans. Sun, 14 Jun 2020 00:00:00 GMT http://hdl.handle.net/10366/169343 2020-06-14T00:00:00Z http://hdl.handle.net/10366/169320 [EN]This work presents an assessment of pre-service teachers’ argumentative practice, after implementing a novel teaching-learning sequence on soil health including a citizen science programme, which was applied outdoors at the university garden. The sequence was implemented at five Spanish universities with 351 undergraduates studying Early Childhood and Primary Teacher Education. It posed a final assessment task consisting in a real-world situation that involved making decisions on science-related issues: students needed to argue whether it was possible to use a piece of land as a school garden, based on soil data provided in a variety of formats. To assess participants’ level of achievement, a rubric was specifically designed by adapting the Evidence-Explanation Continuum approach, which was applied to a subsample of 123 answers (35%). Results evidenced that the process of knowledge-building discourse from initial data to final explanations involved a series of transformations of increasing difficulty, since the percentage of students who were able to correctly accomplish them decreased a long the continuum. Including the citizen science programme promoted the development of basic aspects of scientific literacy related to interpreting data and evidence scientifically but, for students to be generally capable of drawing evidence-based conclusions, argumentation practices should be regularly included in science classes. Sun, 03 Jul 2022 00:00:00 GMT http://hdl.handle.net/10366/169320 2022-07-03T00:00:00Z http://hdl.handle.net/10366/169182 [EN]Pre-service teachers’ mental models of the nature of soil were investigated in a sample of 181 students from four different Spanish universities, using three different methodological approaches: a phenomenographic analysis of definitions, a categorisation of labelled-drawings, and the analysis of answers to a questionnaire consisting of both open- and closed-ended questions. Based on the phenomenographic analysis, four explanatory categories were defined: pedological (soil as a highly-complex system); anthropocentric (soil from a utilitarian point of view); structural (soil as a layer of Earth); and naive view (soil as a surface of unknown composition and function). The most represented category in the studied sample was the structural one. Based on the questionnaire and the drawing analysis, students have some notions about the soil composition, but their understating of its origin and degradation processes is scarce. No significant correlation was found between the analyses conducted using the three different instruments, thus indicating the need to use different approaches to better understand students' conceptions and their “intermediate” epistemic models of soil. Finally, some implications for soil education are discussed. Thu, 14 Dec 2023 00:00:00 GMT http://hdl.handle.net/10366/169182 2023-12-14T00:00:00Z http://hdl.handle.net/10366/169180 [EN]The paper analyzes the impact of interdisciplinary instruction on the perception, awareness, and knowledge about climate change of 102 Spanish pre-service primary teachers using a pre- and post-test design. Our findings demonstrate that pre- to post-test scores significantly increased in all the studied categorizations and that studentsí academic background influences score improvement. Data also reveal that there is a positive and significant correlation between teaching capability perception and knowledge, suggesting that knowledge instruction is crucial for teachersí confidence in climate change education. The study also confirms the opportunity to explore sustainable teacher education from an interdisciplinary perspective, carrying out congruent teaching from different approaches on a complex phenomenon to understand it in a holistic way. Fri, 30 Jun 2023 00:00:00 GMT http://hdl.handle.net/10366/169180 2023-06-30T00:00:00Z http://hdl.handle.net/10366/169178 [EN]It is well known that the relationship between humans and nature conditions people’s pro-environmental behaviours, as well as being one of the keys to developing sustainability. The focus of this research is whether the use of learning gardens in initial teacher training has an impact on students’ connectedness to nature. The study follows a quasi-experimental design, involving 84 students from the Undergraduate Degree in Early Childhood Education distributed into a control group (n = 36) and a treatment group (n = 48). The participants completed two quantitative scales (INS and NEP-R) before and after an educational intervention that took place over a four-month academic period. The findings show that, after instruction, both groups had improved their relationship with nature. Specifically, their environmental concern had increased after the training, but the impact was only significant in the group who used the garden. On the other hand, regarding the self-nature connection, no significant changes were observed in any of the two groups. This strengthens the idea that connectedness to nature is a primitive belief that, although hard to modify in adulthood, can be improved through certain actions. This opens different prospects for the use of learning gardens in the training of pre-service teachers. Wed, 19 Mar 2025 00:00:00 GMT http://hdl.handle.net/10366/169178 2025-03-19T00:00:00Z http://hdl.handle.net/10366/169163 [EN]Educational gardens are powerful outdoor learning environments to address the subject of climate change and foster climate action. Using an online questionnaire, this study examines the influence of the main sociodemographic and academic factors, and the role of connectedness to nature, on the perception of educational gardens as contexts of climate change education (CCE) among Spanish preservice teachers (PSTs). The sample consisted of 889 PSTs enrolled in 9 university campuses of Spain. The statistical analyses performed evidenced that women are more likely to use educational gardens than men and that there is a progressive decrease in the positive perception of PSTs about the usefulness of gardens for CCE as the educational level at which they are being trained increases. Statistics also revealed that the variable connectedness to nature and the rating of the importance of educational gardens in CCE are not significantly related. Nevertheless, the Mann–Whitney U test indicated that PSTs who scored higher on connection to nature wished to broaden their knowledge of sustainable agriculture and, thus, connectedness to nature could be considered a predictor of environmental attitudes, each influencing the other. Based on these findings, recommendations for PSTs’ training in the CCE context are provided. Wed, 13 Apr 2022 00:00:00 GMT http://hdl.handle.net/10366/169163 2022-04-13T00:00:00Z http://hdl.handle.net/10366/167115 [EN]This paper is an example of how to use new technologies to produce didactic innovative resources that ease the teaching and learning process of mathematics. This paper is focused on augmented reality technology with the aim of achieving the creation of didactic resources related to the polyhedra taught in a course of compulsory secondary education in Spain. First, we introduce the basis of this technology and present the theoretical framework in which we make an exhaustive analysis that justifies its usage with educative purposes. Secondly, we explain how to build the polyhedra in augmented reality using the Unity game engine and the Vuforia software development kit (SDK), which enables the use of augmented reality. Using both tools, we create an augmented reality application and some augmented reality notes with the purpose of helping in the process of visualization and comprehension of the three-dimensional geometry related to polyhedra. Finally, we design an innovative, didactic proposal for teaching the polyhedra in the third course of compulsory Secondary Education in Spain, using the resources created with the augmented reality technology Wed, 08 Apr 2020 00:00:00 GMT http://hdl.handle.net/10366/167115 2020-04-08T00:00:00Z http://hdl.handle.net/10366/167114 [EN]In this article, we ask whether it is possible to reinforce problem design skills in secondary school mathematics teachers around the UN Sustainable Development Goals (SDGs), so that young students can try out a first numerical approach to sustainable development. If this is possible, we ask whether it would significantly improve their relationship with sustainability and their perception of the usefulness of mathematics. The present paper aims to proactively contribute to the field of civic education through the design of original math problems combining math secondary education curriculum with the predicament of the 2030 Agenda and the 17 interlinked SDGs. Conceived as a qualitative research tool for teacher training, generating adequate resources for their professional practice, five of these chosen workshop activities have been presented to a group of forty-seven students who were asked to complete a questionary afterwards about their attitude towards the proposal. The article’s main findings are that SDGs are a powerful source of inspiration for problem design grounded in real-world contexts and that students of this age are mostly ready to feel curiosity and motivation about the mathematical approach to sustainability and their capacity to analyze real data, regardless of the inevitable oversimplification of the problem. Mon, 25 Apr 2022 00:00:00 GMT http://hdl.handle.net/10366/167114 2022-04-25T00:00:00Z http://hdl.handle.net/10366/167109 [EN]Climate Change is one of the greatest challenges for humanity and education plays a fundamental role in raising awareness in society about the importance and need to take adaptation and mitigation measures. Climate Change can be treated from the point of view of education as a competence formed by three dimensions: knowledge, skills and attitudes. In this study we have looked to establish how these three parts are related among them, and if an increase in the part of knowledge also implies a change in skills and / or attitudes. To this purpose, 84 future pre-service teachers have received training focused only on the knowledge part about climate change: what it is and what its causes are. Through a survey carried out before and after the training, the value of each of the parts that make up the competition has been measured. The results show that a training focused on knowledge also improves the attitudinal part, but not the skills part. Therefore, if you want to achieve complete climate competence, it is not enough to teach knowledge, but it is also necessary to pay attention to skills during the formation. These results should be considered when designing the teaching on Climate Change, in order to optimize the resources and time available Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10366/167109 2022-01-01T00:00:00Z