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dc.contributor.authorPiñero Charlo, José Carlos 
dc.contributor.authorOrtega García, Paula
dc.contributor.authorRomán García, María Sara 
dc.contributor.otherDidácticaes_ES
dc.contributor.otherDidáctica de la Educación Física, Plástica y Musicales_ES
dc.date.accessioned2021-05-07T10:47:48Z
dc.date.available2021-05-07T10:47:48Z
dc.date.issued2021-03
dc.identifier.issn2227-7102
dc.identifier.urihttp://hdl.handle.net/10498/24808
dc.description.abstractIn the particular case of Spain, student and teacher difficulties associated with the mathematical discipline have been evidenced in PISA and TEDS-M reports. As we consider that the teachers' difficulties are connected to the students' performance, we propose a multi-disciplinary approach to deliver specific didactic/mathematical knowledge to the trainee teachers. Such additional instruction shall be meaningfully connected to the real needs of the schools, so a service-learning approach is proposed here. In the present manuscript, the trainee teachers have co-designed educational escape rooms (in coordination with local schools) with the aim of mobilizing curricular knowledge. The goal of the educational escape rooms is to foster the mathematic-related competencies by establishing meaningful connections to other curricular disciplines (music-related knowledge, in the case of this study). This paper reports on the particular experience developed with a group of students (trainee teachers) while designing their educational escape rooms, focusing on the particular case of a specific student to evidence the formative potential of the procedure. The didactic suitability of the proposed escape room has been analyzed and professional development has also been discussed, showing the mobilization of relevant professional skills and fostering the related music and mathematical didactic competencies by shifting the teaching perspective from an algorithmic point of view to a more "reasoning and designing" strategy. This constitutes an evidence of the formative potential on the co-design of educational escape rooms, when designed in the frame of a service learning approach.es_ES
dc.formatapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.sourceEduc. Sci. 2021, 11(3), 131es_ES
dc.subjectteacher instructiones_ES
dc.subjectmotivationes_ES
dc.subjectcurricular integrationes_ES
dc.subjectmathematics instructiones_ES
dc.titleFormative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledgees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/educsci11030131


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Atribución 4.0 Internacional
This work is under a Creative Commons License Atribución 4.0 Internacional