Developing Mathematical Literacy in the Context of the Fourth Industrial Revolution

260 Pages·2021·5.062 MB·English

by  Edgar Oliver Cardoso Espinosa

Developing Mathematical
Literacy in the Context
of the Fourth Industrial
Revolution
Edgar Oliver Cardoso Espinosa
Instituto Politécnico Nacional, ESCA Santo Tomas, Mexico
A volume in the Advances in
Educational Technologies and
Instructional Design (AETID) Book
Series
Published in the United States of America by
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Library of Congress Cataloging-in-Publication Data
Names: Cardoso Espinosa, Edgar Oliver, 1973- editor.
Title: Developing mathematical literacy in the context of the Fourth
Industrial Revolution / Edgar Oliver Cardoso Espinosa, editor.
Description: Hershey, PA : Business Science Reference, [2021] | Includes
bibliographical references and index. | Summary: “This book provides
empirical research or studies on the formation of mathematical abilities
in the context of the Fourth Industrial Revolution regarding its
development of both teaching and learning strategies, as well as the use
of ICT in the development of this student knowledge”-- Provided by
publisher.
Identifiers: LCCN 2020021647 (print) | LCCN 2020021648 (ebook) | ISBN
9781799838685 (hardcover) | ISBN 9781799864394 (paperback) | ISBN
9781799838692 (ebook)
Subjects: LCSH: Mathematics--Study and teaching. | Mathematics--Study and
teaching--Technological innovations. | Mathematical readiness.
Classification: LCC QA11.2 .D48 2021 (print) | LCC QA11.2 (ebook) | DDC
510.71--dc23
LC record available at https://lccn.loc.gov/2020021647
LC ebook record available at https://lccn.loc.gov/2020021648

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Alejandro Armellini (University of Northampton, UK)
Information Science Reference • © 2021 • 375pp • H/C (ISBN: 9781799878568) • US
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Editorial Advisory Board
María Trinidad Cerecedo Mercado, Instituto Politécnico Nacional, Mexico
Rosa María Rivas García, Instituto Politécnico Nacional, Mexico
Mayra Alejandra Vargas Londoño, Instituto Politécnico Nacional, Mexico
Eduardo Antonio Vanegas López, Instituto Politécnico Nacional, Mexico
Table of Contents
Preface.................................................................................................................xiii
Acknowledgment..............................................................................................xxiii
Chapter 1
Professional.Development.of.Mathematics.Teachers.in.the.Age.of.I4.0:.Can.
Mathematics.Education.Contribute.to.Build.a.Better.World?................................1
Maria Guida, Istituto Nazionale di Documentazione, Innovazione e
Ricerca Educativa, Italy
Chapter 2
Effective.Training.of.the.Teachers.in.Teaching.of.Mathematics:.A.Reflective.
Professional.Development.Model.for.Teachers-as-Designers..............................31
Zerrin Toker, TED University, Turkey
Chapter 3
The.Incorporation.of.Big.Data.in.Mathematical.Training.for.the.Fourth.
Industrial.Revolution.............................................................................................61
Jésica Alhelí Cortés Ruiz, Instituto Politécnico Nacional, ESCA Santo
Tomas, Mexico
Sandra Viridiana Cortés Ruiz, Instituto Politécnico Nacional, ESCA
Santo Tomas, Mexico
Chapter 4
Student.Attitude.in.Mathematics.and.Science-Related.Courses.for.Digitally.
Based.Society........................................................................................................80
Salako E. Adekunle, Department of Computer Science, FCT College of
Education, Nigeria

Chapter 5
Statistics.in.the.Mathematics.Curricula.in.Bulgaria.............................................99
Marta Zdravkova Sugareva, Plovdiv University, Bulgaria
Mariana Koleva Mourgova, University of National and World Economy,
Bulgaria
Chapter 6
Proposal.Intervention.Based.on.the.Classroom.Project:.STEAM.Project.at.the.
Instituto.Politécnico.Nacional.............................................................................124
María Elena Zepeda Hurtado, Instituto Politécnico Nacional, Mexico
Alma Alicia Benítez Pérez, Instituto Politécnico Nacional, Mexico
Betsabé Adalia Contreras Domínguez, Instituto Politécnico Nacional,
Mexico
Chapter 7
Teaching.and.Learning.of.Mathematics.in.Lower.Primary.in.Schools.in.
Ghana..................................................................................................................136
Frank Quansah, University of Cape Coast, Ghana
Chapter 8
Machine.Learning.Algorithms.for.Solving.Linear.Systems.of.Equations..........155
Hilal Arslan, İzmir Bakircay University, Turkey
Fatma Bozyigit, İzmir Bakırçay University, Turkey
Chapter 9
The.Methodology.of.Project-Oriented.Learning.at.the.Postgraduate.Level.for.
the.Training.of.Student.Competencies................................................................185
Edgar Oliver Cardoso Espinosa, Instituto Politécnico Nacional, ESCA
Santo Tomas, México
Jésica Alhelí Cortés Ruiz, Instituto Politécnico Nacional, ESCA Santo
Tomas, México
María Elena Zepeda Hurtado, Instituto Politécnico Nacional, Mexico
Compilation of References...............................................................................205
About the Contributors....................................................................................232
Index...................................................................................................................235
Detailed Table of Contents
Preface.................................................................................................................xiii
Acknowledgment..............................................................................................xxiii
Chapter 1
Professional.Development.of.Mathematics.Teachers.in.the.Age.of.I4.0:.Can.
Mathematics.Education.Contribute.to.Build.a.Better.World?................................1
Maria Guida, Istituto Nazionale di Documentazione, Innovazione e
Ricerca Educativa, Italy
The.21st.century.has.witnessed.the.development.of.the.fourth.industrial.revolution.
that.means.cutting-edge.technologies.including.artificial.intelligence.and.the.internet.
of.things..The.special.quality.of.this.epochal.revolution.lies.in.a.rapid.acceleration.
of.the.speed.of.change,.never.seen.before..This.is.happening.at.the.most.challenging.
time.ever.faced.by.our.species,.due.to.existential.threats..This.scenario.begs.big.
questions.to.professionals.in.the.field.of.mathematics.education..Can.mathematics.
education.contribute.to.build.a.better.world?.The.chapter.reports.on.a.participatory.
research.conducted.by.a.researcher.in.mathematics.education.together.with.11.
mathematics.teachers..Therefore,.the.research.benefits.from.a.double.point.of.view,.
coming.from.different.cultures.so.gaining.a.double.verisimilitude,.which.makes.the.
results.acceptable.for.all.the.professionals.involved.
Chapter 2
Effective.Training.of.the.Teachers.in.Teaching.of.Mathematics:.A.Reflective.
Professional.Development.Model.for.Teachers-as-Designers..............................31
Zerrin Toker, TED University, Turkey
This.chapter.aims.to.provide.an.in-service.teaching.model,.which.is.named.as.a.
“reflective.teachers-as-designers.professional.development.model”.based.on.the.
literature,.designed.to.give.teachers.an.understanding.of.teaching.that.focuses.
on.developing.real-life.contexts.and.developing.global.competencies..First,.the.
conceptual.framework.for.the.learning.of.teachers.and.their.capacity.as.designers.

are.discussed..Then,.content.components.and.process.components.of.the.model.are.
presented.by.providing.the.rationale.behind.each.element.
Chapter 3
The.Incorporation.of.Big.Data.in.Mathematical.Training.for.the.Fourth.
Industrial.Revolution.............................................................................................61
Jésica Alhelí Cortés Ruiz, Instituto Politécnico Nacional, ESCA Santo
Tomas, Mexico
Sandra Viridiana Cortés Ruiz, Instituto Politécnico Nacional, ESCA
Santo Tomas, Mexico
The.context.of.Industry.4.0.is.changing.the.training.of.mathematical.students,.new.
and.old.generations,.in.such.a.way.that.educational.institutions.implement.strategies.
and.actions.to.adapt.study.plans.according.to.the.requirements.of.the.new.industrial.
revolution..On.the.other.hand,.big.data.is.a.cybernetic.system.that.functions.as.a.tool.
that.incorporates.mathematical.training.and.implementation.and.that.has.recently.been.
included.in.the.educational.sphere.in.order.to.collaborate.with.the.development.of.
specific.competencies.based.on.information.technologies.and.communication,.with.
the.purpose.of.interacting.in.the.intelligent.environments.proposed.by.Industry.4.0.
Chapter 4
Student.Attitude.in.Mathematics.and.Science-Related.Courses.for.Digitally.
Based.Society........................................................................................................80
Salako E. Adekunle, Department of Computer Science, FCT College of
Education, Nigeria
One.of.the.principal.objectives.of.teaching.and.learning.mathematics,.science,.and.
technology.(MST).is.to.produce.a.digitally-based.society,.and.students.are.pillars.to.
achieve.this.fundamental.objective.in.this.information.age..The.study.investigated.
students’.attitude.in.MST.education.for.digitally-based.society.in.the.South-West.
region,.Nigeria..A.sample.of.1,080.from.the.population.of.2,700.was.used.from.six.
private.and.six.public.tertiary.institutions.in.the.six.states.that.made.up.the.region..A.
questionnaire.with.a.reliability.coefficient.of.0.813.was.used.to.gather.research.data.
for.analysis..Findings.revealed.that.the.students.in.the.South-West.geopolitical.region.
had.a.poor.attitude.in.mathematics,.chemistry,.physics,.and.computer.science,.and.
there.was.a.poor.academic.performance.in.MST.education..There.was.a.significant.
difference.between.public.and.private.tertiary.institutions.students’.attitude.towards.
MST-related.courses..Recommendations.on.periodical.workshops.and.training.of.
teachers.on.the.innovativeness.in.the.teaching.of.science-based.subjects.were.made.