Herramientas digitales para la modelización matemática colaborativa en lí­nea

Autores/as

  • Sarah Schönbrodt Karlsruhe Institute of Technology (KIT) https://orcid.org/0000-0003-2383-6081
  • Kirsten Wohak Karlsruhe Institute of Technology (KIT)
  • Martin Frank Karlsruhe Institute of Technology (KIT)

DOI:

https://doi.org/10.4995/msel.2022.16269

Palabras clave:

Herramientas digitales, modelización matemática, aprendizaje colaborativo en línea

Resumen

Para facilitar las actividades de modelización colaborativa en línea, las herramientas digitales son esenciales. En este trabajo presentamos un concepto holístico y adaptable para el desarrollo y la implementación de actividades de modelización – que podría ser especialmente provechoso en tiempos de educación a distancia. El concepto se basa en dos herramientas digitales: Jupyter Notebooks y una plataforma de comunicación con videoconferencia. Realizamos este concepto en el contexto de dos tipos de actividades de modelización matemática: días de modelización guiada, en los que los alumnos trabajan con material de aprendizaje digital previamente preparado y desarrollado didácticamente, y semanas de modelización, en las que los alumnos trabajan en problemas abiertos de la investigación o de la industria de forma libre. Se presenta el uso de Jupyter Notebook en las actividades de modelización y se ilustra con el ejemplo de la optimización de una planta solar. Además, compartimos nuestras experiencias en actividades de modelización en línea con estudiantes de secundaria en Alemania.

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29-01-2022 — Actualizado el 02-04-2022

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