Mathematical Thinking and the VESS Model: A Descriptive Study
Critical, creative, and flexible thinking is one of the educational priorities in the 21st Century, at a time in which the world is showing its most ephemeral and uncertain side. In this sense, visible thinking is a fundamental tool for achieving more significant and meaningful learning. The VESS (M...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-04-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/10/7/1191 |
| _version_ | 1797438450113183744 |
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| author | María Helena Romero-Esquinas Juan Manuel Muñoz-González Esther María Vega-Gea María Dolores Hidalgo-Ariza |
| author_facet | María Helena Romero-Esquinas Juan Manuel Muñoz-González Esther María Vega-Gea María Dolores Hidalgo-Ariza |
| author_sort | María Helena Romero-Esquinas |
| collection | DOAJ |
| description | Critical, creative, and flexible thinking is one of the educational priorities in the 21st Century, at a time in which the world is showing its most ephemeral and uncertain side. In this sense, visible thinking is a fundamental tool for achieving more significant and meaningful learning. The VESS (Meaningful Life with Balance and Wisdom) model, considering how we learn, provides different tools, such as the aforementioned, which facilitate learning. Thus, thinking, and, more specifically, the development of mathematical thinking through the VESS model, provides an open door towards the development of basic cognitive skills, such as attention, metacognition, and memory, and has a direct effect on the three areas of the early childhood education curriculum. The aim of the present work is to discover, in a descriptive manner, how the learning of the VESS model influences future teachers. In the present article, a series of descriptive, correlational, and survey-based models conducted at the University of Cordoba (Córdoba, Spain) are described. Beforehand, a validation of the instrument was performed, which obtained high goodness-of-fit indices, with an adequate validity and reliability. |
| first_indexed | 2024-03-09T11:38:04Z |
| format | Article |
| id | doaj.art-5d3a60ae7aaa43689212bffcecf78905 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-09T11:38:04Z |
| publishDate | 2022-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-5d3a60ae7aaa43689212bffcecf789052023-11-30T23:38:29ZengMDPI AGMathematics2227-73902022-04-01107119110.3390/math10071191Mathematical Thinking and the VESS Model: A Descriptive StudyMaría Helena Romero-Esquinas0Juan Manuel Muñoz-González1Esther María Vega-Gea2María Dolores Hidalgo-Ariza3Education Department, University of Córdoba, San Alberto Magno Ave., 14004 Cordoba, SpainEducation Department, University of Córdoba, San Alberto Magno Ave., 14004 Cordoba, SpainEducation Department, University of Córdoba, San Alberto Magno Ave., 14004 Cordoba, SpainEducation Department, University of Córdoba, San Alberto Magno Ave., 14004 Cordoba, SpainCritical, creative, and flexible thinking is one of the educational priorities in the 21st Century, at a time in which the world is showing its most ephemeral and uncertain side. In this sense, visible thinking is a fundamental tool for achieving more significant and meaningful learning. The VESS (Meaningful Life with Balance and Wisdom) model, considering how we learn, provides different tools, such as the aforementioned, which facilitate learning. Thus, thinking, and, more specifically, the development of mathematical thinking through the VESS model, provides an open door towards the development of basic cognitive skills, such as attention, metacognition, and memory, and has a direct effect on the three areas of the early childhood education curriculum. The aim of the present work is to discover, in a descriptive manner, how the learning of the VESS model influences future teachers. In the present article, a series of descriptive, correlational, and survey-based models conducted at the University of Cordoba (Córdoba, Spain) are described. Beforehand, a validation of the instrument was performed, which obtained high goodness-of-fit indices, with an adequate validity and reliability.https://www.mdpi.com/2227-7390/10/7/1191descriptorsVESS modelmethodologyvisible thinkingmathematical thinkingcritical thinking |
| spellingShingle | María Helena Romero-Esquinas Juan Manuel Muñoz-González Esther María Vega-Gea María Dolores Hidalgo-Ariza Mathematical Thinking and the VESS Model: A Descriptive Study Mathematics descriptors VESS model methodology visible thinking mathematical thinking critical thinking |
| title | Mathematical Thinking and the VESS Model: A Descriptive Study |
| title_full | Mathematical Thinking and the VESS Model: A Descriptive Study |
| title_fullStr | Mathematical Thinking and the VESS Model: A Descriptive Study |
| title_full_unstemmed | Mathematical Thinking and the VESS Model: A Descriptive Study |
| title_short | Mathematical Thinking and the VESS Model: A Descriptive Study |
| title_sort | mathematical thinking and the vess model a descriptive study |
| topic | descriptors VESS model methodology visible thinking mathematical thinking critical thinking |
| url | https://www.mdpi.com/2227-7390/10/7/1191 |
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