Mediational activities in a dynamic geometry environment and teachers’ specialized content knowledge

Alqahtani, Muteb M.; Powell, Arthur B.

doi:10.1016/j.jmathb.2017.08.004

Cited by 10 publications

(4 citation statements)

References 24 publications

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“…However, researchers have examined MKT differently. Some scholars focused on teachers' overall MKT (Charalambous, 2010;Jacob et al, 2017;Steele & Rogers, 2012), others focused on a specific domain of MKT (Alqahtani & Powell, 2017;Bansilal et al, 2014;Johnson & Larsen, 2012), and others focused on more than one domain of MKT in their examinations (Hill, 2010;Lee et al, 2018;Ni Shuilleabhain, 2016). Ball et al (2008) distinguished KCS from the other domains of MKT as follows:…”

Section: Literature Reviewmentioning

confidence: 99%

Investigation of a Middle School Preservice Teacher’s Knowledge of Content and Students

Ersari

2021

International Journal of Assessment Tools in Education

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The purpose of this study was to explicate one preservice middle grades mathematics teacher's Knowledge of Content and Students (KCS) in the context of multiple solution strategies. This study's purpose is to underline the importance of preservice teachers' KCS and provide possible investigative methods for evaluating preservice teachers' KCS. Specifically, the research inquiry guiding this study focused on how a middle school preservice mathematics teacher displays KCS when engaging with tasks about pattern recognition and linear functions in the context of multiple solution strategies. The data consisted of three videotaped semistructured interviews with the preservice mathematics teacher as well as the written work she produced during the interviews. This study explicated one preservice mathematic teacher's performance regarding two important themes of KCS: generating multiple possible solution strategies of middle school students and explaining multiple student solution strategies. In terms of generating multiple solution strategies of middle school students, the study found that the preservice mathematics teacher provided the same solution strategies that she employed when she solved the problems by herself. Regarding explaining multiple student solution strategies, this study revealed that the preservice teacher did not explicate how typical middle school students reason. The preservice teacher had limitations when explaining the possible procedures that students might have used to solve problems when given the final student solutions. With regard to the teacher's abilities to recognise and understand students' typical understandings and misunderstandings, the study demonstrated that the preservice teacher was capable of explaining some solution strategies but not all of them.

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Section: Literature Reviewmentioning

confidence: 99%

Investigation of a Middle School Preservice Teacher’s Knowledge of Content and Students

Ersari

2021

International Journal of Assessment Tools in Education

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“…The last decades have witnessed an increasing research interest in understanding how xDMEs enable users to create learning activities (e.g., Alqahtani and Powell 2017;Leung and Baccaglini-Frank 2016;Soldano et al 2019) and what content can be learned therein (e.g., Jacinto and Carreira 2017;Sinclair and Yurita 2008). This research interest in xDMEs' potential application and curricular scope is greatly supported by the GeoGebra website, which curates over one million interactive modules designed by users from around the globe.…”

Section: "Closed" Dynamic Mathematics Environments (Xdme): Geogebramentioning

confidence: 99%

Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments

Abrahamson

Abdu

2020

Education Tech Research Dev

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Designers of educational modules for conceptual learning often rely on procedural frameworks to chart out interaction mechanics through which users will develop target understandings. To date, however, there has been no systematic comparative evaluation of such frameworks in terms of their consequences for learning. This lack of empirical evaluation, we submit, is due to the intellectual challenge of pinning down in what fundamental sense these various frameworks differ and, therefore, along which parameters to conduct controlled comparative experimentation. Toward an empirical evaluation of educationaltechnology design frameworks, this conceptual paper considers the case of dynamic mathematics environments (DME), interactive modules for learning curricular content through manipulating virtual objects. We consider user activities in two paradigmatic DME genres that utilize similar HCI yet different mechanics. To compare these mechanics, we draw from complex dynamic systems theory a constraint-based model of embodied interaction. Task analyses suggest that whereas in one DME genre (GeoGebra) the interaction constraints are a priori inherent in the environment, in another DME genre (Mathematics Imagery Trainer) the constraints are ad hoc emergent in the task. We conjecture differential learning effects of these distinct constraint regimes, concluding that ad hoc emergent task constraints may better facilitate the naturalistic development of cognitive structures grounding targeted conceptual learning. We outline a future empirical research design to compare the pedagogical entailments of these two design frameworks.

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“…GeoGebra (GG) can easily be used to connect the geometry and algebra environment thereby providing a wide range of helpful features for students to use as a tutorial lesson (Saputra & Fahrizal, 2019). GG promotes critical thinking skills through sharing in the platform for mutual understanding of views, ideas, and opinions of the members and receiving feedback immediately (Alqahtani & Powell, 2017). Mudaly and Fletcher (2019) argue that GG can enhance teamwork and the conjecturing of knowledge findings in 2D and 3D dimensional shapes.…”

Section: Introductionmentioning

confidence: 99%

The design and development of a learning strategy to enhance students' engagement in simultaneous equations: An evaluation viewpoint

Aliyu

Osman²,

Kumar³

et al. 2023

J. Technol. Sci. Educ.

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In the 21st century, teaching and learning mathematics courses witness significant expansion and development of technology use, which creates a shift from teacher-centred to student-centred learning engagement. Student engagement (SE) faces many challenges of poor performance and student difficulty in solving simultaneous equations involving indices (SEII), among others. This paper presents an evaluation viewpoint of the learning strategy (LS) with cooperative learning strategy (CLS) and GeoGebra (GG) integration to support SE in SEII. The LS employs the think-pair-share approach and the six (6) principles of learning phases associated with constructivism ideology. The discussion of the preliminary mathematical achievement test (MAT-test) from pre-and post-tests with 41 students who have learned SEII using the developed LS is also presented. Semi-structured interviews were conducted with three experienced lecturers to provide feedback and recommendations on interacting with LS. The themes that emerge from those lecturers include the connection between LS phases, specific material, cooperative activity, playfulness in the discovery process, and thinking. Experts’ feedback on the LS's content reasoning and content learning strategy through a questionnaire was tested using Fleiss multi-rater Kappa and showed good inter-rater reliability and agreement between them. The estimated marginal means covariate of the ANCOVA test was then examined, and the results supported the necessity for a learning strategy to be developed. The findings revealed that the LS, with CLS and GG integration, has the potential to be educationally effective in enhancing SE in SEII.

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Mediational activities in a dynamic geometry environment and teachers’ specialized content knowledge

Cited by 10 publications

References 24 publications

Investigation of a Middle School Preservice Teacher’s Knowledge of Content and Students

Investigation of a Middle School Preservice Teacher’s Knowledge of Content and Students

Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments

The design and development of a learning strategy to enhance students' engagement in simultaneous equations: An evaluation viewpoint

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