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Is Innovamat a method that works?

mètode innovamat
Innovamat is not a method. For it to be a method, we would have to propose a unique and closed way of doing things. Interesting examples are the ABN method (Algorithms Based on Numbers), the Montessori method or the Singapore method. We understand mathematics in an open way (there is life beyond numbers and calculation or geometry!). We are experienced teachers who, based on research, bring resources to schools to teach and learn mathematics in a competency-based way. That is, so that students do not memorize by repeating without comprehending anything, but learn (and memorize!) by understanding. Our theoretical foundations come from cutting-edge research in the area of mathematics education. In fact, our team of experts is led by experts in education from every stage, who have spent half their lives in classrooms and the other half carrying out academic research. Four of the most relevant sources for us are:
We have recently published an article in UNO: A Mathematics teaching and learning magazine, where we explain and promote the foundations of our teaching approach. In addition, we presented our ideas and activities at the most important mathematics education congresses as well, both nationally (C2EMJAEM) and internationally (ICMEEECERANCTM). This allows us to put everything we do to the test in front of the world’s leading experts and also create networks to keep up to date with relevant advances in the field. If we look at the curricular aspect, we follow the same trend as the official documents from countries such as Canada, the USA, the United Kingdom, Australia, Denmark, and the Netherlands. In all these countries, studies have been carried out and it has been shown that learning in a competency-based way generates more solid, connected, critical, and lasting knowledge. But as in all sciences, discovery never ends! We can always provide new evidence that reinforces this trend or helps us refine it. That is why we have built the Pyramid Group “Grupo Pirámide”, a group of researchers linked to two universities, “Universidad Autónoma de Barcelona (UAB)” and “Universidad Rovira i Virgili de Tarragona”. The objective of this group of researchers is to propose and perform studies by collaborating with schools. Specifically, three doctorate theses (in process) have emerged from this, as well as the Escuela Vertex (Vertex School) project, a network of different centers committed to research. Connecting academic research with the classroom is the only way we will contribute to developing this science and, above all, to improving the resources and conditions with which students learn mathematics.

NCTM (2000): Principles and Standards for School Mathematics. Reston, VA. NCTM.

Niss, M., y Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics, 102(1), 9-28.

Piggott, J. (2011). Mathematics enrichment: What is it, and who is it for? NRICH – Millennium Mathematics Project. Cambridge University.

VAN DEN HEUVEL-PANHUIZEN, M. (2008): Children Learn Mathematics. A Learning-Teaching Trajectory with Intermediate Attainment Targets for Calculation with Whole Numbers in Primary School. Dutch Design in Mathematics Education, V: 1. Utrecht. Freudenthal Institute, Sense Publishers.

Vilalta, A. (2021). A project to develop mathematical competency in the elementary school classroom. Uno: Revista de Didáctica de las Matemáticas, 92, 73-79.

  • Albert Vilalta

    Albert Vilalta has a degree in Telecommunications Engineering and is a PhD student of Teaching of Mathematics and Experimental Sciences in the Universidad Autónoma de Barcelona (UAB). With more than 7 years of teaching experience, he is currently a professor of mathematics in the Faculty of Education at UAB and a member of the Innovamat teaching team, where he carries out research, development, training and communication tasks.

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