Ronnie Videla
Biographic Data
| ID | 8328125 |
|---|---|
| NAME | Ronnie Videla |
| GIVEN NAMES | Ronnie |
| FAMILY NAME | Videla |
| SIGNATURE | VIDELA R |
| AFFILIATIONS | Universidad Santo Tomás |
| ORCID | 0000-0002-1038-2968 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fostering creativity and collaboration in STEAM environments
Inclusive design for expansive theory
Equity in mathematics education is increasingly understood as meaningful participation in mathematical activity rather than mere access to curricular representations. Yet dominant inclusive frameworks often emphasize flexibility of access while paying less attention to the embodied, sensory, and interactional processes through which mathematical meaning emerges. This article advances Special Education Embodied Design (SpEED) as a framework for In…
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…
Cultivating Cultural Heritage and Fostering Belonging in Communities through Digital and Non-Digital Technologies in Generative STEAM Education
The predominance of Western thought, traditionally dualistic and reductionist, has simplified and devalued the complexity and richness of the historical-cultural heritage, including the tangible and intangible heritage of lagging communities and Indigenous peoples across the globe. With the increasing globalisation and migration of people from one place to another, the preservation of cultural identity has become a significant concern for communi…
Online Mathematics Education during the Covid-19 Pandemic
One of the impacts of the COVID-19 pandemic has been restrictions on mobility and thus the closure of schools. This has had consequences on the teaching strategies of primary mathematics educators who were not familiar with online education. Most schools in Chile have adopted virtual and hybrid classes to continue educational processes. From a quantitative approach with a sample of n = 105 primary school educators and through an online survey, we…
From STEM to STEAM
STEM and STEAM education promotes the integration between science, technology, engineering, mathematics, and the arts. The latter aims at favoring deep and collaborative learning on students, through curricular integration in K-12 science education. The enactive and ecological psychology approach to education puts attention on the role of the teacher, learning context and socio-cultural environment in shaping lived learning experiences. The appro…
No prominent works on this page.
From STEM to STEAM
STEM and STEAM education promotes the integration between science, technology, engineering, mathematics, and the arts. The latter aims at favoring deep and collaborative learning on students, through curricular integration in K-12 science education. The enactive and ecological psychology approach to education puts attention on the role of the teacher, learning context and socio-cultural environment in shaping lived learning experiences. The appro…
Online Mathematics Education during the Covid-19 Pandemic
One of the impacts of the COVID-19 pandemic has been restrictions on mobility and thus the closure of schools. This has had consequences on the teaching strategies of primary mathematics educators who were not familiar with online education. Most schools in Chile have adopted virtual and hybrid classes to continue educational processes. From a quantitative approach with a sample of n = 105 primary school educators and through an online survey, we…
Cultivating Cultural Heritage and Fostering Belonging in Communities through Digital and Non-Digital Technologies in Generative STEAM Education
The predominance of Western thought, traditionally dualistic and reductionist, has simplified and devalued the complexity and richness of the historical-cultural heritage, including the tangible and intangible heritage of lagging communities and Indigenous peoples across the globe. With the increasing globalisation and migration of people from one place to another, the preservation of cultural identity has become a significant concern for communi…
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…
Fostering creativity and collaboration in STEAM environments
Inclusive design for expansive theory
Equity in mathematics education is increasingly understood as meaningful participation in mathematical activity rather than mere access to curricular representations. Yet dominant inclusive frameworks often emphasize flexibility of access while paying less attention to the embodied, sensory, and interactional processes through which mathematical meaning emerges. This article advances Special Education Embodied Design (SpEED) as a framework for In…
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…
Embodied cognition (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Psychology (3 works) · Affordance (2 works) · Artificial Intelligence (2 works) · Citizen journalism (2 works) · Digital literacy in education (2 works) · Enactivism (2 works) · Mathematics education (2 works)