Examinando por Autor "Malvasi, Viviana"

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    La apertura hacia nuevos modelos comunicativos y pedagógicos en la didáctica de la matemáticas. Estudio multicaso de la escuela secundaria en Italia
    (Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Educación, 2022) Malvasi, Viviana; Gil Quintana, Javier
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    Beliefs, performance, and applicability of mathematics in learning for life: The multi-case study at secondary education institutes in Italy
    (Universitas Sriwijaya, 2022-02-12) Malvasi, Viviana; Gil Quintana, Javier; https://orcid.org/0000-0001-8736-3303; https://orcid.org/0000-0003-0326-2535
    Our study stars with the aim of discovering if there is a relationship between the beliefs and perceptions that Italian High School students have towards mathematics and some factors as grade, macro area, type of school and academic performance. The methodological proposal that this study follows is based on the combination of quantitative and qualitative method. Regarding the quantitative design, the instrument used has been a survey filled out by 4845 students living in Italy. The qualitative methodology has focused on the discourse analysis of 12 in-depth interviews with the participation of secondary school teachers. Among the main results we found that the perception of mathematics as a useful subject just to count, calculate and measure can be considered among the causes of the decrease academic performance of the students of the Second Grade Secondary School compared to the Primary School, because many students consider utility of math just in its arithmetic aspect. In addition, while changes about beliefs by grade, macro area and type of school are not significant, we found correlations between some particular beliefs and performance in mathematics, confirming a connection between beliefs towards this discipline and academic performance. The novelty of our research is found in having specifically detected which are beliefs and perceptions related to academic performance. That opens the door for future research.
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    Learning Leaders: Teachers or Youtubers? Participatory Culture and STEM Competencies in Italian Secondary Shool Students
    (MDPI, 2020-09-10) Gil Quintana, Javier; Malvasi, Viviana; Castillo Abdul, Bárbara; Romero Rodríguez, Luis M.
    Youth is increasingly learning in non-conventional contexts, such as social networks or video platforms, courses, and tutorials. This research aims to diagnose the role of participatory culture, digital resources, social networks, and, specifically, YouTube, in learning processes and the acquisition of Science, Technology, Engineering, and Mathematics (STEM) skills, specifically in mathematics, also analyzing the role of youtubers and, in contrast, teachers, both learning leaders in the formation of these skills. In order to accomplish this, mixed methods (quantitative and qualitative) were used, based on a survey applied to 4845 Italian adolescents, as well as a content analysis of the videos and YouTube channel of the Italian educational influencer Elia Bombardelli, one of the most followed and best rated in this country. Also, an in-depth interview has been applied to 12 Italian secondary school teachers. Among the main findings, it is highlighted that all adolescents value YouTube videos as a key resource to improve their school performance, rating youtubers better than teachers. However, it is remarkable that in the processes of learning and acquisition of STEM competencies, they prefer to interact with teachers rather than with youtubers.
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    The Projection of Gamification and Serious Games in the Learning of Mathematics Multi-Case Study of Secondary Schools in Italy
    (MDPI, 2022-01-22) Malvasi, Viviana; Gil Quintana, Javier; Bocciolesi, Enrico; https://orcid.org/0000-0001-8736-3303; https://orcid.org/0000-0003-0326-2535; https://orcid.org/0000-0002-9282-5899
    Our research was born with the objective of evaluating the level of gamification of high schools in Italy, specifically for mathematics, and the use of the serious game of chess as a resource for learning this discipline. The methodology is a mixed design, based on the combination of quantitative and qualitative techniques. Regarding the quantitative design, the instrument used was a questionnaire filled out by 4845 adolescents living in Italy. The qualitative methodology has focused on the analysis of the discourse of 12 in-depth interviews with mathematics teachers from high schools. Among the main results, we found that teachers, although unconsciously, apply gamification in classrooms (without having had any training about it) and, despite recognizing the mathematical benefits of chess, they do not use this game as a serious game. Our study confirms that gamification deserves more because of the benefits it brings, especially for a subject that scares students and demands greater motivation.