How Teacher's Progressiveness in Using Digital Technologies Influences Levels of Pupils' Metacognitive Knowledge in Mathematics
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F19%3A43894883" target="_blank" >RIV/44555601:13430/19:43894883 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.mdpi.com/2227-7390/7/12/1245" target="_blank" >https://www.mdpi.com/2227-7390/7/12/1245</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3390/math7121245" target="_blank" >10.3390/math7121245</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
How Teacher's Progressiveness in Using Digital Technologies Influences Levels of Pupils' Metacognitive Knowledge in Mathematics
Popis výsledku v původním jazyce
The low efficiency of using appropriate strategies to solve problems in the classroom environment is not due to the lack of knowledge of how to classify concepts, but rather due to the failure to apply this knowledge strategically. Therefore, it is necessary to find a balance between them, i.e., to let the pupils discuss the problems while supporting the teacher's intervention. The aim of the presented study was to examine the influence of a teacher's progressiveness on the level of metacognitive knowledge of the pupil. Altogether, 47 teachers and 278 pupils at grade 5 were participating in the study. It is shown that the approach of teachers to innovation itself has an influence on the pupil. When comparing all five groups of innovators, the difference among the categories of teachers was significant ( p=0.044 ) with the low effect ( dcohen=0.3) . When considering only the two almost antagonistic poles of teachers, the innovators and the late majority according to Roger's innovation diffusion theory, this influence was very strong ( p=0.009 ) and with medium effect ( dcohen=0.725 ). Our research shows that it is necessary to address the teacher's innovativeness, affecting the level of metacognitive knowledge of the pupil as an important prediction tool determining school success
Název v anglickém jazyce
How Teacher's Progressiveness in Using Digital Technologies Influences Levels of Pupils' Metacognitive Knowledge in Mathematics
Popis výsledku anglicky
The low efficiency of using appropriate strategies to solve problems in the classroom environment is not due to the lack of knowledge of how to classify concepts, but rather due to the failure to apply this knowledge strategically. Therefore, it is necessary to find a balance between them, i.e., to let the pupils discuss the problems while supporting the teacher's intervention. The aim of the presented study was to examine the influence of a teacher's progressiveness on the level of metacognitive knowledge of the pupil. Altogether, 47 teachers and 278 pupils at grade 5 were participating in the study. It is shown that the approach of teachers to innovation itself has an influence on the pupil. When comparing all five groups of innovators, the difference among the categories of teachers was significant ( p=0.044 ) with the low effect ( dcohen=0.3) . When considering only the two almost antagonistic poles of teachers, the innovators and the late majority according to Roger's innovation diffusion theory, this influence was very strong ( p=0.009 ) and with medium effect ( dcohen=0.725 ). Our research shows that it is necessary to address the teacher's innovativeness, affecting the level of metacognitive knowledge of the pupil as an important prediction tool determining school success
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Mathematics
ISSN
2227-7390
e-ISSN
—
Svazek periodika
7
Číslo periodika v rámci svazku
12
Stát vydavatele periodika
CH - Švýcarská konfederace
Počet stran výsledku
17
Strana od-do
1-17
Kód UT WoS článku
000506643400112
EID výsledku v databázi Scopus
—