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Digital Education to Approach the Affective Domain in Mathematics Learning

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Abstract

The consideration of affective domain in the educational practices to favor students learning is gaining increased importance. This is manifested by the growing number of research on this facet carried out from different fields, particularly Mathematics Education. The results obtained, although modest, shed light on the positive effect of an affective approach to reduce school failure and early school leaving. We can think of this in general, from an inclusive perspective, but especially in the case of students at risk of exclusion. These students face socio-family situations, characterized by a lack of resources, among other things, that can affect their emotional state. This could accentuate the well-known digital gap and decrease their interest in learning, leading to an increasement of the risk of school dropout. This chapter illustrates the role that educational technology can play in increasing students’ interest in mathematics and mathematical learning. Particularly, we present the results of an out-school socio-educational program promoting the mathematical stimulus to adolescents at risk of social exclusion. The activities implemented in the program, which are based on the STEM methodology, develop mathematical content from an interdisciplinary perspective with the help of different technological resources. Robots, 3D printing, math apps for learning and software such as GeoGebra have been used, among others. This kind of programs can also help bridge the digital gap by providing spaces and times for disfavored students to learn how to use and become familiar with technology outside of school.

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Acknowledgement

Funded by: FEDER/Ministerio de Ciencia, Innovación y Universidades – Agencia Estatal de Investigación/ _Proyecto EDU2017-84979-R.

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Authors and Affiliations

  1. University of Santiago de Compostela, Faculty of Science Education, Santiago de Compostela, Spain

    Teresa F. Blanco, Alejandro Gorgal-Romarís & Cristina Núñez-García

  2. University of Santiago de Compostela, Faculty of Teacher Training, Lugo, Spain

    Pablo G. Sequeiros

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  1. Teresa F. Blanco
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  2. Alejandro Gorgal-Romarís
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  3. Cristina Núñez-García
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  4. Pablo G. Sequeiros
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Correspondence to Teresa F. Blanco .

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  1. University of Latvia, Riga, Latvia

    Linda Daniela

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Blanco, T.F., Gorgal-Romarís, A., Núñez-García, C., Sequeiros, P.G. (2022). Digital Education to Approach the Affective Domain in Mathematics Learning. In: Daniela, L. (eds) Inclusive Digital Education. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-031-14775-3_4

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  • DOI: https://doi.org/10.1007/978-3-031-14775-3_4

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