Purpose: The aim of this study is to contribute to a better understanding of the effects of digital sources on the works and professional development of mathematics teachers. In line with this aim, the microlearning experiences of an experienced secondary-school-mathematics teacher who is pursuing a Ph.D. in a university, in an e-learning environment is the focus of this study. Design/Methodology/Approach: The study design is a narrative analysis. The researcher's diaries and interview recordings were analyzed in this context. The researcher diaries were written by one of the researchers, a PhD student mathematics teacher who took an active role in the practice.In addition, the semi-structured interview recordings with the same teacher are included in the research as data and documents, and they were analyzed in detail. The diaries of the teacher, the researcher, which are kept during the microlearning period and the interviews were analyzed using the content analysis method. Categories and codes were created as a result of the analysis. Findings: As a result of the analysis, it was identified that the teacher especially focused on the teachers’ concerns before teaching using microlearning and how these concerns change in time, the process of preparing digital lessons, student observations during the implementation, and changes within herself in diaries and interviews. Highlights: The study has revealed important results in terms of supporting e-learning. It may be recommended to integrate micro learning and micro content into mathematics and other courses. By eliminating the limitations of the research, comprehensive research of qualitative, quantitative, or mixed type can be conducted with more participants.
Araştırmanın amacı matematik öğretiminde kullanılan kısa filmlerin değerler eğitimi yönünden incelenmesidir. Araştırma durum çalışması olarak tasarlanmıştır. Doğu Anadolu’da bir ilin merkezinde bulunan bir devlet okulunda öğrenim görmekte olan 7. ve 8.sınıf öğrencileri ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak görüşme, günlük ve çalışma yaprakları kullanılmıştır. Toplanan veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırmadan elde edilen sonuçlar kısa filmlerin değerler eğitimine olumlu etkilerinin olduğunu göstermiştir. Bu etkiler öğrencilerin ahlaki boyutlara dikkat etmesi, empati kurmaları, olumlu davranışların sonuçları hakkında fikir yürütmeleri ve bundan sonraki davranışları hakkında olumlu kararlar vermeleri şeklinde olduğu söylenebilir. Çalışma sonucunda kısa filmlerle hem matematik öğretimi hem de değerler eğitiminin birlikte ele alınabileceği görülmüştür.
In light of technological development worldwide, the focus has been on how different types of digital technology can be used to provide activities that will enhance students' mathematical learning. Micro-learning is an innovative approach that will accelerate digitalization in mathematics teaching, attract students to mathematics, and combine technology and mathematics education. The study aims to reveal the effect of micro-learning teaching of the middle school 6th-grade mathematics lesson "Ratio" on students' conceptual and procedural knowledge. In the study carried out within the scope of qualitative research, the case study research design was preferred. In the study group, ten students studying in the 6th grade of middle school were studied. In the research, the conceptual and procedural knowledge definitions of the "Ratio" subject created by the researchers were created by reviewing the literature, and the status of the interview was examined based on the data obtained at the end of the study. During the data collection phase of the research, the Conceptual and Procedural Knowledge Test (CPKT) developed by the researchers and interviews with two students were used. The collected data was analyzed by content analysis. After the micro-learning teaching in the e-learning environment, it was seen that there was a 76% success rate in the procedural knowledge of the students, in which they generally acquired the conceptual knowledge of the "Ratio" subject. Thus, it has been demonstrated that micro-learning can be used in mathematics lessons.
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