Mathematics Teacher Education and Technology

Mousley, Judy; Lambdin, Diana V.; Koç, Yusuf

doi:10.1007/978-94-010-0273-8_13

Cited by 14 publications

(3 citation statements)

References 14 publications

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“…In spite of the recent abrupt lead-in of technology in the educational processes, it is worthy of note that the transformations it induces affect ways of teaching and learning and requires new competences to be swiftly developed [1]. However, as underlined by Mously, Lambidin, and Koc [2], it cannot be taken for granted that technological advances alone can change essential aspects of teaching and learning, simply because they can bring about opportunities for change in pedagogical practice. Furthermore, teachers are usually concerned with [3] and trained [4] to use specific technological tools, and during the pandemic the focus seems to be mainly on those tools which allow the basic level of distance education to take place.…”

Section: Introductionmentioning

confidence: 99%

Constructing mathematical meanings with digital tools: design, implementation and analysis of a teaching activity in a distance education context

Faggiano¹,

Mennuni²

2020

IxD&A

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This paper presents and analyses a teaching experiment, carried out with five 12thgrade students, in a distance education context during the pandemic, in May 2020. The teaching activity, framed by the Theory of Semiotic Mediation, involved the use of a digital tool - a Dynamic Geometry Environment - and aimed at the construction of the mathematical meanings of rotation. Results are discussed in order to show whether and how the designed teaching activity, experimented in a distance education context, resulted to be effective in order to foster the students’ construction of meanings. We are willing to contribute our findings to educational discussions in Covid-19 time, offering an example of integration of technology in mathematics teaching and learning, and focusing on theoretical aspects and methodological approaches that can be taken into consideration in the attempt to create meaningful technology-rich learning environments, both in remote teaching and in a traditional educational context.

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Section: Introductionmentioning

confidence: 99%

Constructing mathematical meanings with digital tools: design, implementation and analysis of a teaching activity in a distance education context

Faggiano¹,

Mennuni²

2020

IxD&A

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“…The visualisation and exploration of mathematical objects and concepts in multimedia environments can facilitate understanding and new ways of learning [2]. In addition, the use of technology contributes to build an international community of teachers that can exchange their experience in an international contest, whereas traditional teaching is often confined to the national reality [3].…”

Section: Introductionmentioning

confidence: 99%

The Area of the Disk in Middle School Grade by GeoGebra.

Lognoli¹

2017

Int. J. Emerg. Technol. Learn.

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Abstract-The visualisation and exploration of mathematical objects and concepts in multimedia environments can facilitate learning. Geometry is particularly involved with the growing use of software in teaching. GeoGebra is a dynamic geometry system that increases the level of knowledge and skills in mathematics. The use of GeoGebra permits one to complete and extend a teaching strategy based on manipulative activities.The area of a disk in Middle School, i.e. Grades 7-8, offers the opportunity to use a large amount of geometry dynamic software. This paper proposes, as an example of combining in between manipulative activating and dynamic geometry software, the use of GeoGebra to permit the visualisation of three different approaches to the area of a disk. The first one is based on the limit of the area of inscribed regular polygons, the second one is based on dynamical morphing of the disk in a triangle and the third on sampling methods.

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“…En los contextos donde se da este aprendizaje, las interacciones de los participantes se han mostrado como un factor relevante, al favorecer la incorporación de información de Didáctica de la Matemática en sus estructuras de pensamiento (Azcárate, Rodríguez y Rivero, 2007;Cos, Valls y Llinares, 2005). En este sentido, algunas intervenciones en los programas de formación han incorporado herramientas tecnológicas para potenciar la comunicación e interacción entre los estudiantes, generándose cuestiones de investigación sobre la influencia de estos contextos en los procesos de aprendizaje (Llinares y Olivero, 2008;Mousley, Lambdin y Koc, 2003). Una cuestión de investigación que se plantea es llegar a conocer los efectos que sobre el aprendizaje producen las interacciones en línea de estudiantes para maestro cuando resuelven tareas profesionales y que se manifiestan en el contenido de sus discursos.…”

Section: Introductionunclassified

Aprendizaje de las características de los problemas aritméticos elementales de estructura auditiva en estudiantes para maestro

Prieto González,

Valls González

2010

EduMate

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Aprendizaje de las características de los problemas aritméticos elementales de estructura aditiva en estudiantes para maestro Juan luis Prieto González y Julia Valls González resumen: Esta investigación tiene como objetivo caracterizar la manera como los estudiantes para maestro instrumentalizan los significados de los problemas aritméticos elementales de estructura aditiva para la planificación de la enseñanza. El análisis de sus participaciones en un debate en línea muestra diferentes maneras de usar los significados y pone de manifiesto las dificultades inherentes al establecimiento de relaciones entre los tipos de problemas y el pensamiento matemático de los estudiantes. Al final, se discuten diferentes factores que parecen incidir en la instrumentalización de la información en un contexto interactivo en línea como una característica del aprendizaje de conocimientos necesarios para enseñar matemáticas en primaria.Palabras clave: aprender a enseñar, instrumentalización, interacción, problemas de estructura aditiva, estudiantes para maestro, debates en línea, metodología b-learning.

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Mathematics Teacher Education and Technology

Cited by 14 publications

References 14 publications

Constructing mathematical meanings with digital tools: design, implementation and analysis of a teaching activity in a distance education context

Constructing mathematical meanings with digital tools: design, implementation and analysis of a teaching activity in a distance education context

The Area of the Disk in Middle School Grade by GeoGebra.

Aprendizaje de las características de los problemas aritméticos elementales de estructura auditiva en estudiantes para maestro

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