How Teacher's Progressiveness in Using Digital Technologies Influences Levels of Pupils' Metacognitive Knowledge in Mathematics
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F19%3A43894883" target="_blank" >RIV/44555601:13430/19:43894883 - isvavai.cz</a>
Result on the web
<a href="https://www.mdpi.com/2227-7390/7/12/1245" target="_blank" >https://www.mdpi.com/2227-7390/7/12/1245</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3390/math7121245" target="_blank" >10.3390/math7121245</a>
Alternative languages
Result language
angličtina
Original language name
How Teacher's Progressiveness in Using Digital Technologies Influences Levels of Pupils' Metacognitive Knowledge in Mathematics
Original language description
The low efficiency of using appropriate strategies to solve problems in the classroom environment is not due to the lack of knowledge of how to classify concepts, but rather due to the failure to apply this knowledge strategically. Therefore, it is necessary to find a balance between them, i.e., to let the pupils discuss the problems while supporting the teacher's intervention. The aim of the presented study was to examine the influence of a teacher's progressiveness on the level of metacognitive knowledge of the pupil. Altogether, 47 teachers and 278 pupils at grade 5 were participating in the study. It is shown that the approach of teachers to innovation itself has an influence on the pupil. When comparing all five groups of innovators, the difference among the categories of teachers was significant ( p=0.044 ) with the low effect ( dcohen=0.3) . When considering only the two almost antagonistic poles of teachers, the innovators and the late majority according to Roger's innovation diffusion theory, this influence was very strong ( p=0.009 ) and with medium effect ( dcohen=0.725 ). Our research shows that it is necessary to address the teacher's innovativeness, affecting the level of metacognitive knowledge of the pupil as an important prediction tool determining school success
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Mathematics
ISSN
2227-7390
e-ISSN
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Volume of the periodical
7
Issue of the periodical within the volume
12
Country of publishing house
CH - SWITZERLAND
Number of pages
17
Pages from-to
1-17
UT code for WoS article
000506643400112
EID of the result in the Scopus database
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