María Jesús González
Biographic Data
| ID | 6324881 |
|---|---|
| NAME | María Jesús González |
| GIVEN NAMES | María Jesús |
| FAMILY NAME | González |
| SIGNATURE | GONZÁLEZ M J |
| AFFILIATIONS | Universidad Católica del Norte |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Embodied geometry across technological ecologies
Introduction The technologies such as artificial intelligence (AI) and immersive virtual reality (VR) are increasingly entering mathematics classrooms, yet their pedagogical role remains largely confined to enhancing visualization and feedback. This study addresses this limitation by reconceptualizing technology integration through an ecological–embodied perspective, examining how different technological ecologies reorganize the perception–action…
Breaking barriers in education
Advances in embodied design highlight the interconnection between the brain, body, and environment in shaping learning experiences, emphasizing the potential of multimodal perception in enriched sociomaterial and technological contexts. Despite growing evidence in this area, traditional educational systems remain anchored in transmissive and cognitivist models, perpetuating barriers to equitable learning, particularly for students with special ed…
Student Engagement in a Structured Problem-Based Approach to Learning
Problem-based learning has been at the core of significant developments in engineering education in recent years. This term refers to any learning environment in which the problem drives the learning, because it is posed in such a way that students realize they need to acquire new knowledge before the problem can be solved. This paper presents the experience of a structured problem-based learning approach to the teaching of an introductory study …
Neither God Nor Monster
No prominent works on this page.
Neither God Nor Monster
Student Engagement in a Structured Problem-Based Approach to Learning
Problem-based learning has been at the core of significant developments in engineering education in recent years. This term refers to any learning environment in which the problem drives the learning, because it is posed in such a way that students realize they need to acquire new knowledge before the problem can be solved. This paper presents the experience of a structured problem-based learning approach to the teaching of an introductory study …
Breaking barriers in education
Advances in embodied design highlight the interconnection between the brain, body, and environment in shaping learning experiences, emphasizing the potential of multimodal perception in enriched sociomaterial and technological contexts. Despite growing evidence in this area, traditional educational systems remain anchored in transmissive and cognitivist models, perpetuating barriers to equitable learning, particularly for students with special ed…
Embodied geometry across technological ecologies
Introduction The technologies such as artificial intelligence (AI) and immersive virtual reality (VR) are increasingly entering mathematics classrooms, yet their pedagogical role remains largely confined to enhancing visualization and feedback. This study addresses this limitation by reconceptualizing technology integration through an ecological–embodied perspective, examining how different technological ecologies reorganize the perception–action…
Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Active learning (machine learning) (1 work) · Affordance (1 work) · Art history (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Bricolage (1 work) · Educational Games and Gamification (1 work)