ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra

Dockendorff, Monika; Solar, Horacio

doi:10.1080/0020739x.2017.1341060

Cited by 63 publications

(52 citation statements)

References 12 publications

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“…According to the TPACK model, the effective use of ICTs must, in effect, incorporate three specific dimensions: technological knowledge, content knowledge and pedagogical knowledge [22] (Figure 1). The integration of these dimensions should be possible from the initial teacher training [23,24]. The relevance of this model in relation to the integration of technologies in teacher training and in teaching and learning (T-L) processes is clear, and this is apparent from the many publications related to it [25][26][27][28][29].…”

Section: Introductionmentioning

confidence: 99%

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

2019

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This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.

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Section: Introductionmentioning

confidence: 99%

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

2019

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“…The studies above noted that GeoGebra can improve students' learning outcomes compared with conventional classroom-based teaching. (ii) GeoGebra has also been applied for the professional development of mathematics teachers on teaching concepts such as calculus [28], [29], and mathematics visualization skills [30].…”

Section: A Dgsmentioning

confidence: 99%

Predicting the Determinants of Dynamic Geometry Software Acceptance: A Two-Staged Structural Equation Modeling — Neural Network Approach

Chen¹

2020

IJIET

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“…In many countries, there is a growing tendency of using computer software in mathematics teaching in order to make the learning process more interesting and diverse. Numerous software is available to support the teaching and learning of mathematics, and dynamic geometry software (DGS) is one of the prominent forms (Dockendorff & Solar, 2017). It is also referred to as dynamic mathematics software, mathematics visualization software or dynamic geometry environments.…”

Section: What Is Interactive Computer Software?mentioning

confidence: 99%

Flipped Classroom With Simulation Assists Students Learning the Vector Knowledge

Siu-Ping¹,

Fung²

2020

JETS

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Vectors are critically important in mathematics and physics because it forms the basis of the university curriculum, yet it is a challenging task for high-school students. In this study, test papers were distributed to 18 Grade 11 high-school students in Mainland China, while interviews were conducted on four students and one school leader. The analysis of pre- and post-test scores and interviews reveals that flipped classroom with Physics Education Technology (PhET) simulation promotes students’ learning performance with t(17)=5.818, р<.001. In particular, visualization and dragging enhance understanding of the basic concepts of the topic. Not requiring interaction between teachers and students, flipped classroom with PhET simulation contributes to students’ learning progress especially when the traditional face-to-face lecture is not available due to special circumstances such as spreading the novel coronavirus (COVID-19). It may also serve as a prototype of artificial intelligence(AI) in education.

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ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra

Cited by 63 publications

References 12 publications

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

Predicting the Determinants of Dynamic Geometry Software Acceptance: A Two-Staged Structural Equation Modeling — Neural Network Approach

Flipped Classroom With Simulation Assists Students Learning the Vector Knowledge

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