From Concept to Teaching Unit: Creating ICT-Supported Mathematics Teaching Units Based on Multicultural-Classroom-Aware Concepts
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10432870" target="_blank" >RIV/00216208:11410/21:10432870 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
From Concept to Teaching Unit: Creating ICT-Supported Mathematics Teaching Units Based on Multicultural-Classroom-Aware Concepts
Popis výsledku v původním jazyce
In many European countries, mathematics teachers feel the need for teaching materials being aware of and sensitive to the multicultural background of their classrooms (Favilli, 2015). A number of studies show that such materials should follow certain inclusive criteria (Favilli, 2013; Novotná, Ulovec & Moraová, 2020): Fostering tolerance, inducing interest, value diversity, emphasize cooperative learning, make use of different cultural backgrounds, use a variety of contexts and names from multiple cultures, avoid cultural stereotypes etc. Based on these criteria, the authors, in an international collaboration project, have developed a few exemplary teaching units (Novotná & Ulovec, 2020), as well as a number of teaching unit concepts specifically designed for multicultural classrooms (Novotná, Ulovec & Moraová, 2020). In this paper, we demonstrate how - based on one oft hese concepts - teachers in the field can create their own fully-developed mathematical teaching units for their multicultural classrooms, making use of ICT tools and thereby following there commendations of Ebenhofer, M. & Knierzinger, A. (2007). We use the concept of "How (seemingly) simple things can be very different (and difficult) in other places and cultures" to develop two teaching units: First, a teaching unit using Dynamic Geometry Software to analyse parabolas, and second, a teaching unit using CAS to analyse the relation between air pressure and the boiling point of water. These examples can then serve as guidelines for teachers on how to develop teaching units for other mathematical topics and different cultural backgrounds.
Název v anglickém jazyce
From Concept to Teaching Unit: Creating ICT-Supported Mathematics Teaching Units Based on Multicultural-Classroom-Aware Concepts
Popis výsledku anglicky
In many European countries, mathematics teachers feel the need for teaching materials being aware of and sensitive to the multicultural background of their classrooms (Favilli, 2015). A number of studies show that such materials should follow certain inclusive criteria (Favilli, 2013; Novotná, Ulovec & Moraová, 2020): Fostering tolerance, inducing interest, value diversity, emphasize cooperative learning, make use of different cultural backgrounds, use a variety of contexts and names from multiple cultures, avoid cultural stereotypes etc. Based on these criteria, the authors, in an international collaboration project, have developed a few exemplary teaching units (Novotná & Ulovec, 2020), as well as a number of teaching unit concepts specifically designed for multicultural classrooms (Novotná, Ulovec & Moraová, 2020). In this paper, we demonstrate how - based on one oft hese concepts - teachers in the field can create their own fully-developed mathematical teaching units for their multicultural classrooms, making use of ICT tools and thereby following there commendations of Ebenhofer, M. & Knierzinger, A. (2007). We use the concept of "How (seemingly) simple things can be very different (and difficult) in other places and cultures" to develop two teaching units: First, a teaching unit using Dynamic Geometry Software to analyse parabolas, and second, a teaching unit using CAS to analyse the relation between air pressure and the boiling point of water. These examples can then serve as guidelines for teachers on how to develop teaching units for other mathematical topics and different cultural backgrounds.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2021
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
Proceedings of the 20th European Conference on e-Learning ECEL 2021
ISBN
978-1-914587-19-1
ISSN
2048-8645
e-ISSN
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Počet stran výsledku
9
Strana od-do
486-494
Název nakladatele
Academic Conferences International Limited
Místo vydání
Reading, UK
Místo konání akce
Berlin (online)
Datum konání akce
28. 10. 2021
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
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