Interactive Technology to Foster Creativity in Future Mathematics Teachers

Flores, Alfínio; Park, Jungeun; Bernhardt, Stephen A.

doi:10.1007/978-3-319-72381-5_6

Cited by 6 publications

(3 citation statements)

References 45 publications

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“…Thus, using multiple representations of mathematical ideas to connect concepts within subject areas (algebra, calculus, geometry, trigonometry, etc.) with each other and other disciplines makes it easier for students to perceive mathematics as a network of interconnected concepts and procedures, which allows them to construct knowledge in meaningful ways (Flores et al, 2018). Accordingly, interdisciplinary studies should be encouraged in accordance with the demands of daily life rather than memorizing subjects and acquiring relatively mechanical skills in mathematics learning environments (Yavuz-Mumcu, 2023).…”

Section: Discussionmentioning

confidence: 99%

Model Oluşturma Etkinliklerinde Matematiksel İlişkilendirmelerin Belirlenmesi: Tasarımcı Olarak Matematik Öğretmen Adaylarıyla Bir Durum Çalışması

GENÇ

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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This paper aimed to explore mathematical connections that pre-service elementary mathematics teachers identified in model-eliciting activities that they designed. The study used a qualitative, in-depth exploratory case study approach conducted with a total of 42 undergraduate students selected using a purposive sampling method. Data were collected from mathematical modeling problems prepared by pre-service mathematics teachers and from written assignments in which pre-service teachers evaluated their problems in terms of mathematical connections. Data analysis utilized open coding to identify and label common patterns thematically. Results showed that most of the problems designed were consistent with the principles of the model-eliciting activities. A cross-case analysis of model-eliciting activities revealed that four types of mathematical connections were identified: (i) connections to real-world situations, (ii) connections between mathematical concepts, (iii) connections between different modes of representation, and (iv) connections to other disciplines. The mathematical connections identified in the modeling activities did not seem to be mutually exclusive, but rather supportive and sometimes overlapping. Pre-service mathematics teachers’ identification of mathematical connections in modeling problems reflects both their awareness of mathematical connections and their perception that the skills required for the mathematical modeling process are directly related to mathematical connection skills. Therefore, it is important that pre-service mathematics teachers have a comprehensive understanding of mathematical connections and believe that this is an essential element of the modeling process so that the various dimensions of mathematical connections, along with relevant mathematical, pedagogical, and curricular knowledge, can be effectively integrated into model-eliciting activities.

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Section: Discussionmentioning

confidence: 99%

Model Oluşturma Etkinliklerinde Matematiksel İlişkilendirmelerin Belirlenmesi: Tasarımcı Olarak Matematik Öğretmen Adaylarıyla Bir Durum Çalışması

GENÇ

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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“…Several studies have analyzed the factors affecting the adoption and use of technologybased learning media in teaching and learning activities, namely user characteristics, content characteristics, technological considerations, and the capacity of an organization (Balanskat et al, 2006;Lim and Chai, 2008;Tondeur et al, 2008;Buabeng-Andoh, 2012). Furthermore, many studies have revealed that using technology-based learning media by students in the learning process is very high (Flores et al, 2018;Hermita et al, 2021;Wijaya et al, 2021a,b).…”

Section: Acceptance Of Technologies By Teachermentioning

confidence: 99%

Extending unified theory of acceptance and use of technology to understand the acceptance of digital textbook for elementary School in Indonesia

et al. 2023

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The rapid development of technology has led to the change of textbooks from printed to digital forms accessible by students irrespective of their location, thereby improving their overall academic performance. This change is appropriate to the sustainable learning program, where digital textbooks support online learning and students can access material from anywhere and at any time. This research aims to analyze the factors affecting the intention of elementary school teachers to use digital textbooks. Quantitative data were collected and measured from 493 elementary school teachers in Riau, Indonesia, and analyzed using structural equation modeling (SEM). The results showed that performance expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Perceived learning opportunities (PLO), Self-efficacy (SE), and Facilitating Condition (FC) positively affected teachers’ intention to use digital textbooks. SI was found to be the factor with the greatest effect on BI. However, attitude, affective need (AN), ICT usage habits, gender, age, and education level did not affect teachers’ intention to use digital textbooks. This research provides important information for the government, decision-makers, and schools on using digital textbooks at the elementary level in the future.

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“…Each individual's mental models, both students, and teachers, are not fixed and vary [11]. As shown in several previous studies ranging from students to students, such as the following, the research conducted aims to determine the Level or Level of mental models possessed by prospective teachers on conception material.…”

Section: Introductionmentioning

confidence: 99%

Student Mental Model on Energy Concept in Elementary School Students

Efendi¹,

Wijaya²,

Herliana³

et al. 2020

ujer

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This study aims to identify students' mental models on each energy concept. Descriptive quantitative methods were used to get an overview of students' mental models related to the concept of energy. The sample of this study was grade IV students at SD Muhammadiyah 6 Pekanbaru. The instrument used to collect data was a conceptual understanding level test consisting of three question sections asking for answers in explanations and depictions. Students' mental models related to each energy concept reached the three categories of mental models determined: Scientific, Synthetic, and Initials. The mental model of students in the Scientific category is 5.77% in the energy concept of changing energy forms, the lowest Synthetic category is 11.1% in the concept of energy benefits, and the highest Initials category is 88.46% in the concept of energy utilization in daily life. These results indicate that students understand the concept of energy based on daily experiences without using appropriate concepts. Students have not built on the knowledge gained during the learning process, and their answers are not correctly coherent.

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Interactive Technology to Foster Creativity in Future Mathematics Teachers

Cited by 6 publications

References 45 publications

Model Oluşturma Etkinliklerinde Matematiksel İlişkilendirmelerin Belirlenmesi: Tasarımcı Olarak Matematik Öğretmen Adaylarıyla Bir Durum Çalışması

Model Oluşturma Etkinliklerinde Matematiksel İlişkilendirmelerin Belirlenmesi: Tasarımcı Olarak Matematik Öğretmen Adaylarıyla Bir Durum Çalışması

Extending unified theory of acceptance and use of technology to understand the acceptance of digital textbook for elementary School in Indonesia

Student Mental Model on Energy Concept in Elementary School Students

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