Qualitative Forschungsprinzipien der Grounded Theory

Rosenkranz, Lena

doi:10.1007/978-3-658-15360-1_5

Cited by 3 publications

(2 citation statements)

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“…Through the interrelation and interdependence of categories, core categories of the study are to be developed (Breuer et al, 2009;Charmaz, 2006;Rosenkranz, 2017). In the course of our study, using the techniques of selective coding, the core categories (A) discrimination of students by technologies, (B) by using technologies, students may lose basic mathematical knowledge and skills, (C) individual and playful acquisition of new technological…”

Section: Data Analysis and Formation Of Resultsmentioning

confidence: 99%

Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria

Weinhandl

Houghton

Lindenbauer

et al. 2021

EURASIA J Math Sci Tech Ed

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Modern technologies have become an integral part in our society and are increasingly shaping the teaching of mathematics at every level of education. In Austria, the academic school year 2021/22 will undergo an extensive digitalisation; all students who start secondary school will be equipped with a digital device. Our paper reports on anticipated concerns and benefits of mathematics teachers who are required to integrate technologies into teaching mathematics at the first year of secondary education. We conducted an exploratory interview study with secondary mathematics teachers before schools received their digital devices. The data was analysed with techniques based on grounded theory approaches. We discovered that for teachers the anticipated concerns and benefits were: (A) discrimination of students by technologies, (B) by using technologies, students may lose basic mathematical knowledge and skills, (C) individual and playful acquisition of new technological competencies by teachers, and (D) using technologies to enhance differentiation and individualisation in mathematics teaching. One of the key findings of our study is that mathematics teachers in Austria feel capable enough to integrate technologies into the teaching and learning of mathematics at the beginning of secondary education and do not express the need for further technical training. This finding contradicts previous studies and provides a starting point for future investigations.

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Section: Data Analysis and Formation Of Resultsmentioning

confidence: 99%

Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria

Weinhandl

Houghton

Lindenbauer

et al. 2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…By cyclically investigating such networks, GTA could transfer practical knowledge into theory (Glaser & Strauss, 1999;Kamin, 2013;Mey & Mruck, 2011). The fact that it is in the nature of GTA that specific aspects and small groups of society are examined, but that this investigation is carried out in-depth, has also led us to opt for GTA (Rosenkranz, 2017;Strübing, 2004).…”

Section: Grounded Theory Approachesmentioning

confidence: 99%

Towards Flipped Learning in Upper Secondary Mathematics Education

Weinhandl¹,

Lavicza²,

Schallert³

2020

JME (Journal of Mathematics Education)

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Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

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Providing online STEM workshops in times of isolation

et al. 2021

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The global spread of COVID-19 has resulted in learning and teaching being confronted with immense challenges and changes since spring 2020. Measures to contain the COVID-19 pandemic had and continue to have a particularly strong impact on non-formal and informal learning, which are important features of out-of-class on-line STEM workshops combining science, technology, engineering and mathematics. We developed and carried out online STEM workshops for approximately 250 students during times of isolation in the spring and summer of 2020. To identify potential success factors and stumbling blocks for designing and implementing online STEM workshops, we conducted a qualitative interview-based study with a selection of eight experts in the summer and autumn 2020, i.e. after the STEM workshops. The experts were Austrian and German teachers who planned and implemented STEM workshops for students age 10 to 18. Our collected data was examined using techniques of grounded theory approaches. Using techniques of qualitative interview studies and grounded theory approaches, we found that removing learning barriers and creating new types of learning spaces, online socio-constructivist learning, and teachers' TPACK for STEM Workshops are important factors when considering and designing STEM workshops for online learning environments. These same factors will also be central when planning and implementing online STEM workshops in post-COVID-19 times. To facilitate student participation and to increase social interaction are critical elements for practitioners working on online STEM workshops—both during and after COVID-19. Highly trained teachers with in-depth technical, pedagogical, and content skills are essential to facilitate participation and interactions among students, teachers, and learning contents.

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Qualitative Forschungsprinzipien der Grounded Theory

Cited by 3 publications

References 0 publications

Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria

Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria

Towards Flipped Learning in Upper Secondary Mathematics Education

Providing online STEM workshops in times of isolation

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