Pre-Service Mathematics Teachers' Designing Teaching Supported by GeoGebra

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F16%3A10334352" target="_blank" >RIV/00216208:11410/16:10334352 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11320/16:10334352

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Pre-Service Mathematics Teachers' Designing Teaching Supported by GeoGebra

Popis výsledku v původním jazyce

he article reports on a design experiment aimed at designing a part of a mathematics education course focused on GeoGebra with the goal to develop student teachers' technological pedagogical and content knowledge. Based on results gained in previous stages of the design experiment reported elsewhere for Sample 1, more emphasis was laid on personal discussions and changes were made in the e-learning part. Student teachers in Sample 2 were given explicit guidelines to prepare proposals for teaching and to peer evaluate each other's work in LMS Moodle module Workshop. The research data consist of student teachers' (n1 = 24, n2 = 40) proposals for teaching supported by GeoGebra and written peer evaluations. The data were analysed in a qualitative way using modified existing frameworks and our Quality Index and then elaborated quantitatively. The results show a marked trend towards proposals of teaching in which student teachers use the potential of GeoGebra, mainly its dynamic features, and engage pupils actively with technology. There are no low quality proposals for Sample 2. On the other hand, there was no change in the types of goals student teachers set.

Název v anglickém jazyce

Pre-Service Mathematics Teachers' Designing Teaching Supported by GeoGebra

Popis výsledku anglicky

he article reports on a design experiment aimed at designing a part of a mathematics education course focused on GeoGebra with the goal to develop student teachers' technological pedagogical and content knowledge. Based on results gained in previous stages of the design experiment reported elsewhere for Sample 1, more emphasis was laid on personal discussions and changes were made in the e-learning part. Student teachers in Sample 2 were given explicit guidelines to prepare proposals for teaching and to peer evaluate each other's work in LMS Moodle module Workshop. The research data consist of student teachers' (n1 = 24, n2 = 40) proposals for teaching supported by GeoGebra and written peer evaluations. The data were analysed in a qualitative way using modified existing frameworks and our Quality Index and then elaborated quantitatively. The results show a marked trend towards proposals of teaching in which student teachers use the potential of GeoGebra, mainly its dynamic features, and engage pupils actively with technology. There are no low quality proposals for Sample 2. On the other hand, there was no change in the types of goals student teachers set.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA16-06134S" target="_blank" >GA16-06134S: Slovní úlohy jako klíč k aplikaci a porozumění matematickým pojmům</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of the European Conference on e-Learning, ECEL

ISBN

978-1-911218-18-0

ISSN

2048-8637

e-ISSN

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Počet stran výsledku

9

Strana od-do

586-594

Název nakladatele

Academic Conferences and Publishing International

Místo vydání

Reading

Místo konání akce

Praha

Datum konání akce

27. 10. 2016

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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