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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

  • DOI - Digital Object Identifier

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 &amp; 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 &amp; Ulovec, 2020), as well as a number of teaching unit concepts specifically designed for multicultural classrooms (Novotná, Ulovec &amp; 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. &amp; Knierzinger, A. (2007). We use the concept of &quot;How (seemingly) simple things can be very different (and difficult) in other places and cultures&quot; 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 &amp; 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 &amp; Ulovec, 2020), as well as a number of teaching unit concepts specifically designed for multicultural classrooms (Novotná, Ulovec &amp; 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. &amp; Knierzinger, A. (2007). We use the concept of &quot;How (seemingly) simple things can be very different (and difficult) in other places and cultures&quot; 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

  • OECD FORD obor

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Návaznosti výsledku

  • Projekt

  • 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

  • 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