ABOUT THE DEVELOPING OF MATHEMATICAL THINKING IN CHILDREN: A WORKSHOP EXPERIENCE WITH MEXICAN STUDENTS

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L. Sbitneva1, N. Moreno Martnez2, M. Cervantes1 1 Morelos State University (MEXICO) 2 CINVESTAV-Matemtica Educativa (MEXICO) lasrissa@uaem.mx, nehemias_moreno@live.com, melissa.e.cervantes@gmail.com

INTRODUCTION.
In the frames of the National Plan of Development 2001-2006 the Council of Basic Education in Mexico has assumed a compromise to attend the special educational necessity of children with extraordinary aptitudes in primary education [1]. Thus at the state level, Morelos State University took part of this program within the Pilot Project Which offered a program of logic Mathematics Thinking for 160 children selected from different public schools on the base of special tests. There have been formed four groups for each category, starting from 3-4 grade of primary school up to 3d grade of secondary school. Compared to the traditional methods used to teach mathematics. In our sessions there have been applied different techniques.

OVERVIEW OF THE WORKSHOP WITH CHILDREN WITH EXTRAORDINARY APTITUDES

OVERVIEW OF THE WORKSHOP WITH CHILDREN WITH EXTRAORDINARY APTITUDES

During the sessions of workshops dedicated to children with extraordinary aptitudes, detected by their school teachers, we have observed that every one of them demonstrates a higher level of sensibility corresponding to the grades 3 and 4 of primary education compared with general case. The gifted children or those who are capable to demonstrate significant efforts and goals comparing to other members of their social group in the activities of diverse fields such as scientific, technological, social humanity, artistic and/or kinematic activities are considered to be Children with extraordinary aptitudes

OVERVIEW OF THE WORKSHOP WITH CHILDREN WITH EXTRAORDINARY APTITUDES

To participate in our Project of Mathematics and Logic Thinking Development only two types of extraordinary aptitudes are supposed to be treated, namely intellectual and creative one, so that the recommended children have been selected by their school teachers according to the criteria corresponding to these aptitudes. Some children have been presenting only one or both extraordinary aptitudes but always with interest toward mathematics activities.

OVERVIEW OF THE WORKSHOP WITH CHILDREN WITH EXTRAORDINARY APTITUDES

For some children it was more easy to grasp an idea presenting a graphic interpretation of a given problem, others was making some sort of estimations or some metaphoric o even fantastic comparisons, also there were children who needed tangible objects.

OVERVIEW OF THE WORKSHOP WITH CHILDREN WITH EXTRAORDINARY APTITUDES

The objectives of the project was focused on the development of the more adequate perception of class activities and on the formation of abilities to use (generate) mathematical logic thinking in order to produce a structured plan in order to obtain adequate results in solving problems

OVERVIEW OF THE WORKSHOP WITH CHILDREN WITH EXTRAORDINARY APTITUDES

It has been noted in some occasions that a child has been recognizing his mistakes (errors) at the very moment of presentation of his/her solution, and realizing immediately appropriate corrections to the initial solution.

OVERVIEW OF THE WORKSHOP WITH CHILDREN WITH EXTRAORDINARY APTITUDES

For some students the favorable factors that facilitated the process of assimilation to the conditions of the workshops happened to be such as the opportunity to have permanent contacts with other children with similar points of view and habits. These classmates have been forming small groups of discussions of the problems with similar solutions giving a variety of equivalent arguments, which has been producing great benefits because they never have had such sort of opportunity of mutual intellectual activities as well feedback

OVERVIEW OF THE WORKSHOP WITH CHILDREN WITH EXTRAORDINARY APTITUDES

For another group of children it seemed to be enough to listen to argumentations and explanation of variety of points of view, so that later on they could be able to generate their own point of view or solutions. These children apparently did not like conversations with their classmates neither presentations on the blackboard. So that we had to revise their solutions in written form.

MATHEMATICS: PRACTICE AND DIDACTIC. DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
We have proposed some problem situations for children to initiate their activities which aim to generate a process of personalization so that they could construct a mathematical object and/or the logic procedure which leads to a solution.

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Labyrinths Children have been asked to find the exit of a series of labyrinths.

At the first step every child received a labyrinth corresponding to a level lower than that it is supposed to be for their age, so that could familiarize with the problem and to gain believe and assurance to such sort of tasks

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS

The second step required a little more effort and initiative but still in accordance to their school level, 3 and 4 primary grade

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Finally, the third labyrinth, which was designed supposing for the higher level of primary school, for the age corresponding to 5 and 6 grade. The purpose was to see whether children can follow the same type of strategy although the level of complexity grew up considerably

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Children accepted this Challenge with enthusiasm and to our surprise accomplished with their task almost within the same time range (approximately 5 minutes for each labyrinth). During another session of Workshops, children were given the so called impossible labyrinths, so named due to rather irregular shapes, with contours far away from the rectangular one as in the previous task. The reaction was to choose firs the labyrinth with a form which resembled the familiar one or which seemed to be more attractive to some respect. Every child has been found identified with one particular type of the representations.

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS

Define abbreviations and acronyms the first time they are used in the text, even after they have been defined in the abstract. Do not use abbreviations in the title or heads unless they are unavoidable

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Tantrix
Tantrix is a game from New Zealand, which has quickly become more popular worldwide thanks to the properties that provides recreational and educational. In recognition of this, has been awarded many times in different countries [2].

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Children formed two teams and each was given puzzle pieces unconventional: Tantrix. The challenge was to get a ring of a certain colour, using all hexagonal pieces of the puzzle. Considering that wherever stay connected hexagons, the colours should match. Moreover, they must not be holes in the solution.

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
The activity took place outside the classroom. The pieces were 50 cm. The implementation of this dynamic and interdisciplinary interconnection was first performed with very good results in the group. They worked in collaboration with students of outstanding student group of 5th and 6th grade. Both, boys and girls teams, included the 4 degrees

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
The purpose of these game activities was different due to another perspective compared to problems with labyrinths. It was expected the performing of an adequate distribution of the plastic figures in the space so that the correct edges of hexagons emerged would coincide generating closed simple curves of the indicated colour.

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
The solution should be selected as the result of a collective decision. The colours and big size of figures played a motivational role to initiate the activities

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
It was observed that a team formed by male pupils as a major part arrived to a solution by means of previous explorations of the figures placed on the yard. Meanwhile as the team with the majority of female pupils arrived to their solution by trail and errors approaches to small patrons emerged as the solution of early attempt.

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Despite of the distinct approaches of perception of the task and exploration of the solution both teams obtained (gained) the equivalent results. Finally it was announced 50/50 Children often demonstrated better acceptance of the tasks proposed in Workshop sessions when the presentation of the problems possessed colors, pictures, figures, etc.

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Among the problems that have been preferred and resolved with notable interest there are problems of the Olympiad type suggested for the national competition Kangaroo. Problem K3 The figures of the same shape represent the same Lumber. Which values could correspond to a triangle?

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Problem K1 The Square on the Figure has four circles en every one of its Edge. The sum of the numbers which are found inside the four circles of each edge is the same. Find the value of the sum (A+B+C).

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Problem K2 The rectangle on the Figure is formed by the squares. The edge of shaded square has longitude 2 cm. Find the longitude of the mayor edge of the rectangle.

DESCRIPTION OF SOME PRACTICES REALIZED IN THE PROCESS OF SOLVING SOME PROBLEM SITUATIONS
Problem K3 The figures of the same shape represent the same Lumber. Which values could correspond to a triangle?

CHILDREN'S OPINIONS ABOUT ACTIVITIES OF WORKSHOP

CHILDREN'S OPINIONS ABOUT ACTIVITIES OF WORKSHOP

At the end of the semester there has been applied an interview in order to have an idea what opinions have children with respect to the mathematics and the activities which have been undertaken within the project: Among the 11 questions there was one as follows: What is the mathematics for you? Do you believe that to do mathematics means only to treats numbers? How would you like to be taught the mathematics?

CHILDREN'S OPINIONS ABOUT ACTIVITIES OF WORKSHOP

What is the mathematics for you?
25% of children responded that it may be considered as a tool instrument for achieving a triumph. 35% consider the mathematics activities as a sort of mental game. And 40% have written that it is series of activities where the arithmetic operations are involved

CHILDREN'S OPINIONS ABOUT ACTIVITIES OF WORKSHOP

Do you believe that to do mathematics means only to treats numbers?
All children responded negatively, pointing out that there are mental problems also.

CHILDREN'S OPINIONS ABOUT ACTIVITIES OF WORKSHOP

How would you like to be taught the mathematics?
Giving the following answers: Playing games----35%, Reading------------10% Solving problems15% And 40% of responds included these tree answers.

REFERENCES

[1] Secretara de Educacin Pblica (2006). Propuesta de intervencin: Atencin educativa a alumnos y alumnas con aptitudes sobresalientes. [2] http://www.tantrix.com.es/