MISSED LEARNING OPPORTUNITIES IN THE TEACHING OF MATHEMATICS WITH NETBOOKS
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F13%3A10189690" target="_blank" >RIV/00216208:11320/13:10189690 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/00216208:11410/13:10189690
Výsledek na webu
—
DOI - Digital Object Identifier
—
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
MISSED LEARNING OPPORTUNITIES IN THE TEACHING OF MATHEMATICS WITH NETBOOKS
Popis výsledku v původním jazyce
Pupils' learning in mathematics depends on both the types of tasks and the kind of discourse that the teacher orchestrates when implementing the tasks in lessons. This is also true in lessons where computers are used. The article brings some insights into the pupils' participation in the solution to the task when netbooks are used. Video recordings of 18 mathematics lessons with netbooks were analysed from this point of view. It was found out that in most of the 39 identified episodes with hetbooks, traditional school tasks were used which could have easily be solved without computers. More specifically, in 7 episodes worthwhile mathematical tasks were used but their potential was not fulfilled - the pupils did not get enough space to develop their ownsolving strategies while the teacher led them towards his/her predetermined solution. Elements of funnelling interaction patterns were discerned in some episodes. Two examples of the missed learning opportunities are given and implicatio
Název v anglickém jazyce
MISSED LEARNING OPPORTUNITIES IN THE TEACHING OF MATHEMATICS WITH NETBOOKS
Popis výsledku anglicky
Pupils' learning in mathematics depends on both the types of tasks and the kind of discourse that the teacher orchestrates when implementing the tasks in lessons. This is also true in lessons where computers are used. The article brings some insights into the pupils' participation in the solution to the task when netbooks are used. Video recordings of 18 mathematics lessons with netbooks were analysed from this point of view. It was found out that in most of the 39 identified episodes with hetbooks, traditional school tasks were used which could have easily be solved without computers. More specifically, in 7 episodes worthwhile mathematical tasks were used but their potential was not fulfilled - the pupils did not get enough space to develop their ownsolving strategies while the teacher led them towards his/her predetermined solution. Elements of funnelling interaction patterns were discerned in some episodes. Two examples of the missed learning opportunities are given and implicatio
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
AM - Pedagogika a školství
OECD FORD obor
—
Návaznosti výsledku
Projekt
—
Návaznosti
Z - Vyzkumny zamer (s odkazem do CEZ)<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2013
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2013
ISBN
978-80-213-2378-0
ISSN
—
e-ISSN
—
Počet stran výsledku
10
Strana od-do
524-533
Název nakladatele
CZECH UNIVERSITY LIFE SCIENCES PRAGUE
Místo vydání
PRAGUE 6
Místo konání akce
Prague
Datum konání akce
6. 6. 2013
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
000327802000070