Stem Education and The Learning of Mathematics in Vulnerable Populations
Introduction: This article is the product of a project developed by UNIMINUTO in the nineth grade of the Educational Institution Simón Bolivar in “La Nohora” neighbourhood of the Villavicencio - Colombia, this project was executed during 2017 and 2018.
Problem: The problem is the low academic performance of students in mathematics, in addition to multiple possible adverse situations they face as a vulnerable population.
Objective: The objective is to have a positive impact on the academic performance of the students.
Methodology: In the strategy development, STEM education was used to support the learning of math through six sessions were carried out your own classroom. The students solved challenges by programming robots.
Results: Complete each challenge had an important attitudinal impact on the students, the joy and satisfaction of them were an unexpected result. A previous knowledge test was carried out at beginning and at the end of the sessions a formative test was applied too. Afterwards, the results of both tests were compared to evidence improvements in the students' mathematical skills.
Conclusions: It was possible to provide the target population with an alternative to understand issues mistakenly considered difficult and to propose important playful and didactic moments in cognitive development.
Originality: This article shows an educational innovation that the team of researchers will continue to apply. through new projects that allow financing the purchase of equipment and the logistics of the workshops.
Limitations: Lack of strategic alliances that allow financing more meetings with students and the acquisition of more robots.
How to Cite
License
Copyright (c) 2022 Ingeniería Solidaria
This work is licensed under a Creative Commons Attribution 4.0 International License.
Cession of rights and ethical commitment
As the author of the article, I declare that is an original unpublished work exclusively created by me, that it has not been submitted for simultaneous evaluation by another publication and that there is no impediment of any kind for concession of the rights provided for in this contract.
In this sense, I am committed to await the result of the evaluation by the journal Ingeniería Solidaría before considering its submission to another medium; in case the response by that publication is positive, additionally, I am committed to respond for any action involving claims, plagiarism or any other kind of claim that could be made by third parties.
At the same time, as the author or co-author, I declare that I am completely in agreement with the conditions presented in this work and that I cede all patrimonial rights, in other words, regarding reproduction, public communication, distribution, dissemination, transformation, making it available and all forms of exploitation of the work using any medium or procedure, during the term of the legal protection of the work and in every country in the world, to the Universidad Cooperativa de Colombia Press.
Department of Homeland Security (DHS), “Study in the States,” 2019. [Online]. Available: https://studyinthestates.dhs.gov/kindergarten-to-grade-12-students.
D. Nunan, “The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region,” TESOL Q., vol. 37, no. 4, p. 589, Dec. 2003. [Online]. https://doi.org/10.2307/3588214.
R. T. Sataloff, M. M. Johns, and K. M. Kost, “Attributes of STEM Education,” 2006. [Online]. Available: http://daytonos.com/pdf/stem.pdf.
M. Guzdial and B. Morrison, “Growing computer science education into a STEM education discipline,” Commun. ACM, vol. 59, no. 11, pp. 31–33, Oct. 2016. [Online]. https://doi.org/10.1145/3000612.
Carnegie Mellon University, “Robotics Academy,” 2019. [Online]. Available: https://www.cmu.edu/roboticsacademy/.
PCIS, “General Presentation,” 2018. [Online]. Available: http://umd.uniminuto.edu/web/pcis/pcis.
L. Villa and J. Melo, “Panorama actual de la innovación social en Colombia,” Jun. 2015.
PCIS, “UMD STEM ROBOTICS,” 2018. [Online]. Available: http://www.uniminuto.edu/web/pcis/stem?inheritRedirect=true.
M. A. Hernández-Castillo, “La historia del barrio La Nohora,” 2018.
A. A. Cardozo-Rusinque, M. B. Martínez-González, A. A. De La Peña-Leiva, I. Avedaño-Villa, and T. J. Crissien-Borrero, “Psychosocial factors associated to children’s conflict at school,” Educ. e Soc., vol. 40, pp. 1–20, 2019. [Online]. https://doi.org/10.1590/es0101-73302019189140.
L. C. Gerber, A. Calasanz-Kaiser, L. Hyman, K. Voitiuk, U. Patil, and I. H. Riedel-Kruse, “Liquid-handling Lego robots and experiments for STEM education and research,” PLoS Biol., vol. 15, no. 3, pp. 1–9, 2017. [Online]. https://doi.org/10.1371/journal.pbio.2001413.
F. Klassner and S. D. Anderson, “LEGO MindStorms: Not just for K-12 anymore,” IEEE Robot. Autom. Mag., vol. 10, no. 2, pp. 12–18, 2003. [Online]. https://doi.org/10.1109/MRA.2003.1213611.
A. D. Suárez-Gómez and W. J. Pérez-Holguín, “Physical visualization of math concepts using lego mindstorms,” J. Technol. Sci. Educ., vol. 10, no. 1, pp. 72–86, 2020. [Online]. https://doi.org/10.3926/jotse.788.
J. Vega and J. M. Cañas, “PiBot: An open low-cost robotic platform with camera for STEM education,” Electron., vol. 7, no. 12, 2018. [Online]. https://doi.org/10.3390/electronics7120430.
S. Anwar, N. A. Bascou, M. Menekse, and A. Kardgar, “A systematic review of studies on educational robotics,” J. Pre-College Eng. Educ. Res., vol. 9, no. 2, pp. 19–42, 2019. [Online]. https://doi.org/10.7771/2157-9288.1223.
MINCIENCIAS, Cuentos salvajes para Nerds, 1st ed. Bogotá D.C.: Planeta, 2019.
MINCIENCIAS, “Programa Ondas,” 2019. [Online]. Available: https://minciencias.gov.co/cultura-en-ctei/ondas.
ParqueSoft Meta, “ROVOFIC,” 2017. [Online]. Available: http://rovofic.com/.
J. Guapacho, J. Vargas, and L. Isaza, “Robótica móvil: una estrategia innovadora en el proceso de enseñanza y aprendizaje,” Rev. Virtual Univ. Católica del Norte, vol. 52, pp. 100–118, 2017.
N. Lombana-Barrera, “Uso de la Robótica Educativa como estrategia didáctica en el aula,” Prax. Saber, vol. 6, no. 11, pp. 215–234, 2015.
S. A. Zabala Vargas, J. A. Pérez López, and H. F. Rodríguez Hernández, “Estrategia para el desarrollo de aprendizajes en ingeniería basado en robótica educativa y competitiva: caso Universitaria de Investigación y Desarrollo, UDI,” Ing. Solidar., vol. 9, no. 16, pp. 153–159, 2014. [Online]. https://doi.org/10.16925/in.v9i16.539.
J. A. Cuellar, M. A. Gutierrez, W. Hernández, and H. D. Vega, “STEM Robotics y su impacto en el aprendizaje de las matemáticas y el mejoramiento de las competencias ciudadanas,” in Experiencias de Innovación. Enseñanza Aprendiaje en la Educación Superior, Centro para la Excelencia Docente, Ed. Barranquilla, 2020, p. 133.
C. Barraza and L. P. Caicedo, Mujeres entre mafiosos y sectores de la guerra: impacto del proceso de desarme, desmovilización y reintegración en la vida y seguridad de las mujeres en comunidades en pugna: caso Villavicencio. 2007.
C. G. Vargas Juliao, Una pedagogía praxeológica. Bogotá: UNIMINUTO, Corporación Universitaria Minuto de Dios, 2013.
P. A. Orozco Pineda and E. O. Pineda Martínez, Investigación educativa desde la perspectiva de la pedagogía praxeológica. UNIMINUTO, 2018.
PCIS, “Ruta de la Innovación Social - Portal UNIMINUTO,” 2019.
S. H. Kim and J. W. Jeon, “Programming LEGO Mindstorms NXT with visual programming,” in ICCAS 2007 - International Conference on Control, Automation and Systems, 2007, pp. 2468–2472. [Online]. https://doi.org/10.1109/ICCAS.2007.4406778.
V. Marín-Díaz, B. E. Sampedro-Requena, and J. F. F. Flores, “Questioning inclusive environments in the academic use of the web 2.0 tools,” Educ. e Soc., vol. 39, no. 143, pp. 399–416, 2018. [Online]. https://doi.org/10.1590/ES0101-73302018164908.
LEGO, “Lego MindStorms EV3,” 2017. [Online]. Available: https://www.lego.com/es-es/mindstorms/products/mindstorms-ev3-31313.
J. M. Sáez-López and R. Cózar-Gutiérrez, “Programación visual por bloques en Educación Primaria: Aprendiendo y creando contenidos en Ciencias Sociales,” Rev. Complut. Educ., vol. 28, no. 2, pp. 409–426, 2017. [Online]. https://doi.org/10.5209/rev_RCED.2017.v28.n2.49381.
