Discontinuous Narratives as a Teaching Strategy Learning Mathematics: Classroom Experience

Authors

  • Elizabeth Martínez Villarraga Universidad Santo Tomás

DOI:

https://doi.org/10.37467/gka-revedutech.v6.2308

Keywords:

Discontinuous Narrative, Maths, Teaching, Learning, Long Distance Education

Abstract

The aim of this article is to present the results of a significant pedagogical experience in the classroom, developed during the second semester of 2018. The experience consisted of using dis-continuous narratives as a teaching strategy for learning mathematics in higher education, under the modality remoteness. The format of narration used was the comic or cartoon, for it the students used tools like Pixton, FotoJet, Canva, Creative Comics, Voki and others, to elaborate their narrations. The use of the history of a mathematical concept favored their learning processes, and favored the development of technological and macrolinguistic skills.

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Published

12-12-2019

How to Cite

Martínez Villarraga, E. (2019). Discontinuous Narratives as a Teaching Strategy Learning Mathematics: Classroom Experience. EDUTECH REVIEW. International Education Technologies Review Revista Internacional De Tecnologías Educativas, 6(2), pp. 51–59. https://doi.org/10.37467/gka-revedutech.v6.2308

Issue

Vol. 6 No. 2 (2019)

Section

Research articles

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