CINE Y MATEMÁTICAS
Utilización Didáctica del Cine en Matemáticas
Basado en el documento `` Utilización didáctica del cine en Matemáticas´´ de Pablo Beltrán Pellicer (Profesor de Didáctica de las Matemáticas) y Anna Asti (Proferosa de Matemáticas de Secundaria en Italia.
OBJETIVO
El artículo propone y analiza el uso del cine y las series de televisión como un recurso didáctico eficaz en la enseñanza de las matemáticas en educación secundaria. Su premisa fundamental es que estos medios no solo sirven para motivar a los alumnos, sino que también ayudan a disminuir el "salto cognitivo" necesario para adquirir conceptos abstractos al presentarlos en un contexto "real" o narrativo.
QUÉ APORTA LA INVESTIGACIÓN?
1. Los autores establecen una propuesta para diseñar secuencias didácticas eficientes, no solo se trata de ver una película matemática sino tener en cuenta la transposición didáctica, es decir, como el saber matemático académico se transforma para ser enseñado a través de una escena . CONTEXTO : Utilizar situaciones ficticias pero asimilables por los estudiantes para introducir nuevos conceptos. 2. El texto categoriza cómo se pueden usar los fragmentos de video en clase: a) Caza del gazapo: (Búsqueda de errores) b) Resolución de problemas explícitos: Escenas donde la trama gira en torno a un acertijo. c) Marco contextual: Usar el cine para mostrar la relación de las matemáticas con el mundo real. 3. Experiencia en el aula: Se describe una experiencia práctica colaborativa entre dos centros educativos ( uno español y otro italiano).
Clasificación de fragmentos en función del tipo de uso didáctico
- Situación
- Concepto
- Cálculo
- Razonamiento
gazapo
película
FRAGMENTOS AUDIOVISUALES
problema
serie de ficción
marco contextual
PROCESO DE TRASPOSICIÓN DIDÁCTICA EN EL DISEÑO DE SECUENCIAS DE AULA HACIENDO USO DE FRAGMENTOS DE PELÍCULAS
Mostramos con el conocimiento se transforma antes de llegar al alumno
Saber erudito
Profesor
Saber determiando
Escena con contenido matemático
Saber enseñar
CÓMO PODEMOS USAR ESTE RECURSO?
Utilización didáctica en el aula: Esta escena se utiliza como resolución de un problema matemático explícito. Tras el visionado del fragmento, el docente plantea al alumnado el reto de encontrar una solución al problema, sin explicar inicialmente cómo lo resuelven los personajes. Los alumnos trabajan en pequeños grupos, probando distintas estrategias (ensayo-error, razonamiento paso a paso, discusión entre iguales)
LA JUNGLA DE CRISTAL
Concepto matemático: Razonamiento de problemas y razonamiento lógico.
Descripción del recurso: En una de las escenas de Jungla de cristal III, los protagonistas deben resolver un acertijo para evitar que explote una bomba. El problema consiste en obtener exactamente 4 litros de agua utilizando solo dos garrafas, una de 3 litros y otra de 5 litros, sin ningún otro instrumento de medida.
CONCEPTOS Y COMPETENCIAS QUE SE TRABAJAN
- Razonamiento lógico y pensamiento estratégico.
- Resolución de problemas no rutinarios.
- Comunicación matemática (Explicación de procedimientos).
- Actitud perseverante ante un reto matemático.
RELACIÓN CON LOS RESULTADOS DE LA INVESTIGACIÓN
- Aumenta la motivación, al situar el problema en un contexto cinematográfico atractivo.
- Reduce el salto cognitivo, ya que el problema se presenta dentro de una situación narrativa comprensible.
- Favorece la participación activa, al no limitarse a una explicación magistral.
- Permite una institucionalización posterior, donde el profesor formaliza el razonamiento matemático correcto.
CONCLUSIÓN
Este ejemplo muestra cómo una escena cinematográfica puede convertirse en un recurso didáctico eficaz para trabajar la resolución de problemas en matemáticas, siempre que exista una planificación previa y una clara intención pedagógica, tal y como defiende la investigación analizada.
Key numbers
50%
90%
of our brain is involved in processing visual stimuli.
of the information we assimilate, comes to us through sight. Tell stories with graphics!
80%
85%
what we do and see, we remember. People also remember 10% of what they hear and 20% of what they read. Create interactive content!
of purchases are emotional. The passion that storytelling provokes is our ally to influence purchasing decisions of the audience.
Use images in your presentation
And use this space to describe it. You can upload an image from your computer or use the resources available in Genially, on the left side of the tool. Amaze everyone!
+ info
Structure your content
Sections like this will help youorganize your thoughts
Timeline
20xx
20xx
20xx
20xx
20xx
Through tags, images, and graphics
Hence techniques such as Visual Thinking
It's easier to 'read' images than to read written text
Visual communication is key
It's easy
Timeline
20xx
20xx
20xx
You can add interactivity to your timeline.
And give it a topping: add interactivity and animation.
Telling stories with order and hierarchy is essential.
20XX
20xx
Icons are always good allies.
Turn numbers into stories with graphics.
20xx
Plan
20xx
Timeline
Structure
20xx
You can briefly describe what the timeline of your presentation entails and orally present the milestones achieved so that no one falls asleep.
Design
20xx
Communicate
20xx
Surprises
20xx
Plan
20xx
Structure
20xx
Design
20xx
Communicate
20xx
Surprise
Use graphics in your presentation...
Creativity
Design
Magic
17,520
17,520
9,280
Graphic + text
Graphics are very shareable, making them ideal for social media and, to top it off: they tend to generate high-quality traffic to the content we create.
+ info
Table + Text
Visual communication is a key tool. We find it easier to 'read' images than to read written text. That is why disciplines like Visual Thinking facilitate visually rich note-taking through the use of images, charts, infographics, and simple drawings.
Table + text
Showing enthusiasm, smiling, and maintaining eye contact with your audience can be your best allies when it comes to telling stories that excite and spark the interest of the public: 'The eyes, chico. They never lie'. This will help you make a 'match' with your audience. Leave them speechless!
+ info
Process
Step 3
Step 2
Step 1
Show enthusiasm, give a smile, and maintain eye contact with your audience: 'The eyes, chico. They never lie'. Leave them speechless.
If you are going to present live, we recommend that you train your voice and rehearse: the best improvisation is always the most practiced.
You can create a summary to synthesize the content and use words that will be ingrained in your audience's minds.
+ Info
+ Info
+ Info
List / Process
Digital beings
Step 4
We avoid being part of the content saturation in the digital world.
Social beings
Step 3
We need to interact with each other. We learn collaboratively.
Narrative beings
Step 2
We have thousands and thousands of stories. 2/3 of our conversations are stories.
Beings visual
Step 1
We are able to understand images from millions of years ago, even from other cultures.
Showcase yourgenially...
Managing your voice. It's your best companion.
With a smile. This will make empathy awaken.
With calmness and conciseness. Summarize the content.
Your smile will help you createa special connection.
Through a scheme, totell everything in an orderly way.
Maintaining eye contactwith your audience.
Show enthusiasm! Tell what you have come to say.
Video
Insert agreat video
And use this space to describe it. Multimedia content is essential in a presentation, to leave everyone with their mouth hanging open.
+ info
Text + icons
Phase 4
Phase 3
Phase 2
Phase 1
+ Info
+ Info
+ Info
+ Info
Generate experiences with your content.
Measure resultsand experiment.
Present your genially...
With a smile.This will make empathy awaken and it will help you create a special connection.
It has a WOW effect. Very WOW.
Engage and amaze your audience.
It is orderly, hierarchical, and structured.
Make youraudience remember the message.
Audio
90% of the information that we process comes to us through our sense of sight.
80% of the things we do and see, we remember.
50% of our brain is involved in visual stimuli.
Inserted content
Maps
Social Media
Music
Interactive question
Interactive question
Interactive question
Interactive question
Conclusions
When conducting a presentation, two objectives must be pursued: conveying information and avoiding yawns. To achieve this, it can be good practice to create an outline and use words that etch into your audience's brain.
Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes through our eyes and, in addition, we retain 42% more information when the content moves.
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight specific phrases or data that will be etched in your audience's memory, and even embed external content that will surprise them.
'Your content is liked, but it hooks much more if it is interactive'-Genially
Thanks
Remember to publish!
Write a great title here
Visual content is a cross-cutting and universal language, just like music. We are able to understand images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write an awesome title here
Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write an awesome title here
Visual content is a transcendent and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write an awesome title here
Visual content is a cross-cutting and universal language, just like music. We are able to understand images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write an awesome title here
Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
LINK
Write an awesome title here
Visual content is a cross-cutting and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
LINK
Write a great title here
Visual content is a cross-cutting and universal language, just like music. We are able to understand images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
REVEAL
Write a greattitle here
Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
LINK
Write a great headline here
Visual content is a cross-cutting and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write a greattitle here
Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write a greattitle here
Visual content is a cross-cutting and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
LINK
CINE Y MATEMÁTICAS
mercedes lopez carmona
Created on January 27, 2026
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Transcript
CINE Y MATEMÁTICAS
Utilización Didáctica del Cine en Matemáticas
Basado en el documento `` Utilización didáctica del cine en Matemáticas´´ de Pablo Beltrán Pellicer (Profesor de Didáctica de las Matemáticas) y Anna Asti (Proferosa de Matemáticas de Secundaria en Italia.
OBJETIVO
El artículo propone y analiza el uso del cine y las series de televisión como un recurso didáctico eficaz en la enseñanza de las matemáticas en educación secundaria. Su premisa fundamental es que estos medios no solo sirven para motivar a los alumnos, sino que también ayudan a disminuir el "salto cognitivo" necesario para adquirir conceptos abstractos al presentarlos en un contexto "real" o narrativo.
QUÉ APORTA LA INVESTIGACIÓN?
1. Los autores establecen una propuesta para diseñar secuencias didácticas eficientes, no solo se trata de ver una película matemática sino tener en cuenta la transposición didáctica, es decir, como el saber matemático académico se transforma para ser enseñado a través de una escena . CONTEXTO : Utilizar situaciones ficticias pero asimilables por los estudiantes para introducir nuevos conceptos. 2. El texto categoriza cómo se pueden usar los fragmentos de video en clase: a) Caza del gazapo: (Búsqueda de errores) b) Resolución de problemas explícitos: Escenas donde la trama gira en torno a un acertijo. c) Marco contextual: Usar el cine para mostrar la relación de las matemáticas con el mundo real. 3. Experiencia en el aula: Se describe una experiencia práctica colaborativa entre dos centros educativos ( uno español y otro italiano).
Clasificación de fragmentos en función del tipo de uso didáctico
gazapo
película
FRAGMENTOS AUDIOVISUALES
problema
serie de ficción
marco contextual
PROCESO DE TRASPOSICIÓN DIDÁCTICA EN EL DISEÑO DE SECUENCIAS DE AULA HACIENDO USO DE FRAGMENTOS DE PELÍCULAS
Mostramos con el conocimiento se transforma antes de llegar al alumno
Saber erudito
Profesor
Saber determiando
Escena con contenido matemático
Saber enseñar
CÓMO PODEMOS USAR ESTE RECURSO?
Utilización didáctica en el aula: Esta escena se utiliza como resolución de un problema matemático explícito. Tras el visionado del fragmento, el docente plantea al alumnado el reto de encontrar una solución al problema, sin explicar inicialmente cómo lo resuelven los personajes. Los alumnos trabajan en pequeños grupos, probando distintas estrategias (ensayo-error, razonamiento paso a paso, discusión entre iguales)
LA JUNGLA DE CRISTAL
Concepto matemático: Razonamiento de problemas y razonamiento lógico.
Descripción del recurso: En una de las escenas de Jungla de cristal III, los protagonistas deben resolver un acertijo para evitar que explote una bomba. El problema consiste en obtener exactamente 4 litros de agua utilizando solo dos garrafas, una de 3 litros y otra de 5 litros, sin ningún otro instrumento de medida.
CONCEPTOS Y COMPETENCIAS QUE SE TRABAJAN
RELACIÓN CON LOS RESULTADOS DE LA INVESTIGACIÓN
CONCLUSIÓN
Este ejemplo muestra cómo una escena cinematográfica puede convertirse en un recurso didáctico eficaz para trabajar la resolución de problemas en matemáticas, siempre que exista una planificación previa y una clara intención pedagógica, tal y como defiende la investigación analizada.
Key numbers
50%
90%
of our brain is involved in processing visual stimuli.
of the information we assimilate, comes to us through sight. Tell stories with graphics!
80%
85%
what we do and see, we remember. People also remember 10% of what they hear and 20% of what they read. Create interactive content!
of purchases are emotional. The passion that storytelling provokes is our ally to influence purchasing decisions of the audience.
Use images in your presentation
And use this space to describe it. You can upload an image from your computer or use the resources available in Genially, on the left side of the tool. Amaze everyone!
+ info
Structure your content
Sections like this will help youorganize your thoughts
Timeline
20xx
20xx
20xx
20xx
20xx
Through tags, images, and graphics
Hence techniques such as Visual Thinking
It's easier to 'read' images than to read written text
Visual communication is key
It's easy
Timeline
20xx
20xx
20xx
You can add interactivity to your timeline.
And give it a topping: add interactivity and animation.
Telling stories with order and hierarchy is essential.
20XX
20xx
Icons are always good allies.
Turn numbers into stories with graphics.
20xx
Plan
20xx
Timeline
Structure
20xx
You can briefly describe what the timeline of your presentation entails and orally present the milestones achieved so that no one falls asleep.
Design
20xx
Communicate
20xx
Surprises
20xx
Plan
20xx
Structure
20xx
Design
20xx
Communicate
20xx
Surprise
Use graphics in your presentation...
Creativity
Design
Magic
17,520
17,520
9,280
Graphic + text
Graphics are very shareable, making them ideal for social media and, to top it off: they tend to generate high-quality traffic to the content we create.
+ info
Table + Text
Visual communication is a key tool. We find it easier to 'read' images than to read written text. That is why disciplines like Visual Thinking facilitate visually rich note-taking through the use of images, charts, infographics, and simple drawings.
Table + text
Showing enthusiasm, smiling, and maintaining eye contact with your audience can be your best allies when it comes to telling stories that excite and spark the interest of the public: 'The eyes, chico. They never lie'. This will help you make a 'match' with your audience. Leave them speechless!
+ info
Process
Step 3
Step 2
Step 1
Show enthusiasm, give a smile, and maintain eye contact with your audience: 'The eyes, chico. They never lie'. Leave them speechless.
If you are going to present live, we recommend that you train your voice and rehearse: the best improvisation is always the most practiced.
You can create a summary to synthesize the content and use words that will be ingrained in your audience's minds.
+ Info
+ Info
+ Info
List / Process
Digital beings
Step 4
We avoid being part of the content saturation in the digital world.
Social beings
Step 3
We need to interact with each other. We learn collaboratively.
Narrative beings
Step 2
We have thousands and thousands of stories. 2/3 of our conversations are stories.
Beings visual
Step 1
We are able to understand images from millions of years ago, even from other cultures.
Showcase yourgenially...
Managing your voice. It's your best companion.
With a smile. This will make empathy awaken.
With calmness and conciseness. Summarize the content.
Your smile will help you createa special connection.
Through a scheme, totell everything in an orderly way.
Maintaining eye contactwith your audience.
Show enthusiasm! Tell what you have come to say.
Video
Insert agreat video
And use this space to describe it. Multimedia content is essential in a presentation, to leave everyone with their mouth hanging open.
+ info
Text + icons
Phase 4
Phase 3
Phase 2
Phase 1
+ Info
+ Info
+ Info
+ Info
Generate experiences with your content.
Measure resultsand experiment.
Present your genially...
With a smile.This will make empathy awaken and it will help you create a special connection.
It has a WOW effect. Very WOW.
Engage and amaze your audience.
It is orderly, hierarchical, and structured.
Make youraudience remember the message.
Audio
90% of the information that we process comes to us through our sense of sight.
80% of the things we do and see, we remember.
50% of our brain is involved in visual stimuli.
Inserted content
Maps
Social Media
Music
Interactive question
Interactive question
Interactive question
Interactive question
Conclusions
When conducting a presentation, two objectives must be pursued: conveying information and avoiding yawns. To achieve this, it can be good practice to create an outline and use words that etch into your audience's brain.
Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes through our eyes and, in addition, we retain 42% more information when the content moves.
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight specific phrases or data that will be etched in your audience's memory, and even embed external content that will surprise them.
'Your content is liked, but it hooks much more if it is interactive'-Genially
Thanks
Remember to publish!
Write a great title here
Visual content is a cross-cutting and universal language, just like music. We are able to understand images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write an awesome title here
Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write an awesome title here
Visual content is a transcendent and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write an awesome title here
Visual content is a cross-cutting and universal language, just like music. We are able to understand images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write an awesome title here
Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
LINK
Write an awesome title here
Visual content is a cross-cutting and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
LINK
Write a great title here
Visual content is a cross-cutting and universal language, just like music. We are able to understand images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
REVEAL
Write a greattitle here
Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
LINK
Write a great headline here
Visual content is a cross-cutting and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write a greattitle here
Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain enjoys consuming because it stimulates it.
LINK
Write a greattitle here
Visual content is a cross-cutting and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.
LINK