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- The use of diversified active learning methodologies in mathematics classes: A case study with pre-service teachersPublication . Hall, A.; Pais, S.Mathematics is one of the school subjects where demotivation, dislike and failure are frequent concerns. It is necessary to engage students in the classroom and look for resources that make classes attractive and engaging, thus leading to meaningful learning experiences in mathematics. Active learning methodologies provide alternative options to traditional lecturing, actively engaging students in the learning process. The use of a single methodology may not be the best option to address this problem. A diversified approach that incorporates various methodologies and their combinations appears to be a preferable solution, as diversity not only leads to a more dynamic teaching style but also attends to the variety of preferences and needs of the students. In this work, we present a case study where we implemented and combined a range of active learning strategies to enhance student engagement and success in mathematics. Across one semester of undergraduate coursework, we emphasized collaborative group work and discussion groups, integrated peer teaching, flipped classroom, and role-play methodologies, used game-based learning through Kahoot! and Quizizz, and regularly incorporated mathematical magic tricks. The participants in the study are pre-service teachers from a Portuguese higher education institution enrolled in a first year mathematics course. In order to understand how these methodologies were perceived by the students, a survey was conducted. Our findings suggest that this multi-faceted approach effectively increased student interest and improved learning outcomes in mathematics.
- Mathematical magic in the classroomPublication . Hall, A.; Pais, S.Mathematics, considered one of the basic areas of various formations, has been the subject of concern for many authors and researchers due to its enormous academic and educational failure [1]. Its importance in day-to-day life and the formation of individuals is irrefutable [2]. One of the problems identified in the failure of mathematics teaching is the lack of motivation that students feel towards the discipline. According to [3], motivation is an essential factor in any learning since the quality of learning is not only related to the capacity to learn, but also to the level of motivation that we have to carry out this same learning. Considering that it is imperative to make the teaching and learning process of mathematics more stimulating, taking into account modern society and student’s interests [4], the authors have developed a qualitative case study to evaluate how "mathematical magic" can contribute to increase students’ motivation for learning mathematics. In order to develop this experience, the techniques of inquiry, direct observation and analysis of documents were applied and the following instruments were used: questionnaires and respective analysis grids; production of a battery of tasks of a diversified nature; field notes and interviews. Although this project is still ongoing and therefore not yet completed, a previous analysis of the collected data allows us to conclude that the use of mathematical magic tricks in the classroom, with the purpose of motivating the students to learn mathematics, was revealed effective. Students were curious about the new tricks and were positively surprised at the relative simplicity of their explanation, as if saying to themselves, "How can such mathematical concepts bring so much surprise?" The students showed that the topics gained more meaning after performing the tricks because they witnessed real applications of the concepts, with an extremely attractive purpose. They often stated that they were going to play the tricks on their friends / family outside the classroom context, which meant that they were mastering the concepts involved.