This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance with the Structuring Features of Classroom Practice framework (Ruthven, 2009), the study triangulates evidence from lesson observations and post-lesson interviews to analyse how this teacher's classroom practice and professional knowledge support the integration of technology. This analysis shows how the teacher managed a number of aspects of classroom teaching related to using GeoGebra such as including technology-mediated tasks aligned with his pedagogical goals, preparing his students to use the technology efficiently, adapting formats for classroom activity and extending his curriculum scripts for the topics studied.
This study examines the factors influencing student teachers" use of information and communication technology (ICT) to teach mathematics. Data collection involved questionnaire surveys and individual follow-up semistructured interviews of student teachers concerning the factors that they felt had hindered or promoted their development in the use of ICT. This study shows that this particular group of student teachers is committed to using ICT in their teaching; they are mostly confident and mostly believe in the value of ICT in mathematics teaching. However, findings indicate that the barriers inhibiting the student teachers" use relate to poor access to facilities, limited encouragement from mentors and the other teachers in mathematics department and irregular use of ICT of existing teachers in teaching, lack of links in the scheme of work, and time constraint.
Bu çalışma bir matematiksel modelleme problemine ilişkin altıncı sınıf öğrencilerinin çözüm sürecindeki bilişsel becerilerini incelemeyi amaçlamaktadır. Çalışmanın kuramsal çerçevesi olarak bilişsel perspektif seçilmiştir. Çalışmada bir modelleme problemi üzerinde gruplar halinde çalışan yirmi dört öğrencinin bilişsel modelleme yeterliklerini ortaya çıkarmak için durum çalışması deseni kullanılmıştır. Veriler, öğrenci çözüm kağıtları, çözüm sürecinde öğrenciler arasında gerçekleşen konuşmaların ses kayıtları, bir grubun video kaydı ve öğretmenin (araştırmacının) gözlem notlarından oluşmaktadır. Elde edilen veriler bilişsel modelleme döngüsünün basamakları olan problemi anlama, sadeleştirme, matematikselleştirme, matematiksel olarak çalışma, yorumlama ve doğrulama basamakları altında incelenmiştir. Çalışmanın sonuçlarına bakıldığında öğrencilerin gerçek hayata uygun model oluşturmada zorlandıkları ve bu konuda öğretmen rehberliğine ihtiyaç duydukları belirlenmiştir. Özel olarak, öğrencilerin problemi anlamadan matematiksel işlem yapmaya başladıkları, ayrıca yorumlama ve doğrulama basamaklarını eksik bırakma eğiliminde oldukları görülmüştür.
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