FUTURE MATHEMATICS TEACHERS AND THE IDENTIFICATION OF SPECIFIC SKILLS FOR WORK WITH GEOGEBRA

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F14%3A10315814" target="_blank" >RIV/00216208:11320/14:10315814 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/14:10315814

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

FUTURE MATHEMATICS TEACHERS AND THE IDENTIFICATION OF SPECIFIC SKILLS FOR WORK WITH GEOGEBRA

Popis výsledku v původním jazyce

Using the framework of Technological Pedagogical Content Knowledge, the authors look into ways to develop this knowledge in future mathematics teachers for secondary schools. The first stage of research is presented. First, tasks were designed in which specific skills which pupils must master in order to work with ICT effectively are needed. These tasks were assigned to 19 student teachers whose work was observed by capturing their solving processes in GeoGebra by Camtasia, collecting their written workand recording their discussions. Finally, it was investigated to what extent the tasks contribute to the students' ability to plan teaching with dynamic geometry software. Similarly to related research, it transpired that individual work on problems contributes to enacting elements of TPACK in a very limited way and that discussions are essential. The second stage of research will thus include reflections on the solutions of problems and students' proposals of projects.

Název v anglickém jazyce

FUTURE MATHEMATICS TEACHERS AND THE IDENTIFICATION OF SPECIFIC SKILLS FOR WORK WITH GEOGEBRA

Popis výsledku anglicky

Using the framework of Technological Pedagogical Content Knowledge, the authors look into ways to develop this knowledge in future mathematics teachers for secondary schools. The first stage of research is presented. First, tasks were designed in which specific skills which pupils must master in order to work with ICT effectively are needed. These tasks were assigned to 19 student teachers whose work was observed by capturing their solving processes in GeoGebra by Camtasia, collecting their written workand recording their discussions. Finally, it was investigated to what extent the tasks contribute to the students' ability to plan teaching with dynamic geometry software. Similarly to related research, it transpired that individual work on problems contributes to enacting elements of TPACK in a very limited way and that discussions are essential. The second stage of research will thus include reflections on the solutions of problems and students' proposals of projects.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F11%2F1740" target="_blank" >GAP407/11/1740: Kritická místa matematiky na základní škole - analýza didaktických praktik učitelů</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2014

ISBN

978-80-213-2468-8

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

640-647

Název nakladatele

Czech University of Life Sciences Prague

Místo vydání

Prague

Místo konání akce

Prague

Datum konání akce

5. 6. 2014

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

000351960900085