Opportunities and Boundaries of Heuristic Strategies Through e- Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F16%3A43887811" target="_blank" >RIV/44555601:13440/16:43887811 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Opportunities and Boundaries of Heuristic Strategies Through e- Learning

Popis výsledku v původním jazyce

Our contribution covers a case study of five mathematics teacher-trainees who have participated in an LMS Moodle e-learning course, which focused on the development of selected heuristic strategies - Use of false assumption, Systematic experimentation and Introduction of an auxiliary element. The study describes the opportunities of heuristic strategies and adherent phenomena aimed at didactic competence of future mathematics teachers in the LMS Moodle environment with the use of devices of social learning, while we mainly observed the changes where thus designed teaching varies from common - contact teaching. The entire course has been drawn into three main activities: adopting heuristic strategies through problem solving; problem posing; and reflecting their sensitivity to using heuristic strategies in solving tasks with their pupils in their own pedagogical training at schools. These activities were realised with the help of classic instruments of Moodle courses - individual work, providing feedback and discussion. One of the results was finding which heuristic strategies the students had mastered before the beginning of experimental teaching, which they acquired in classes and which gave them trouble. The research has also shown that in cases of individual students we may trace certain dependence between the quality of tasks formulated by the students and the quality of feedback provided. Among other issues, the article discusses a potential influence on the sensitivity to using heuristic strategies while solving tasks with their pupils, deduced from the proceedings of the electronic discussions and further from semi-structured interviews, which took place after the teaching process had been completed.

Název v anglickém jazyce

Opportunities and Boundaries of Heuristic Strategies Through e- Learning

Popis výsledku anglicky

Our contribution covers a case study of five mathematics teacher-trainees who have participated in an LMS Moodle e-learning course, which focused on the development of selected heuristic strategies - Use of false assumption, Systematic experimentation and Introduction of an auxiliary element. The study describes the opportunities of heuristic strategies and adherent phenomena aimed at didactic competence of future mathematics teachers in the LMS Moodle environment with the use of devices of social learning, while we mainly observed the changes where thus designed teaching varies from common - contact teaching. The entire course has been drawn into three main activities: adopting heuristic strategies through problem solving; problem posing; and reflecting their sensitivity to using heuristic strategies in solving tasks with their pupils in their own pedagogical training at schools. These activities were realised with the help of classic instruments of Moodle courses - individual work, providing feedback and discussion. One of the results was finding which heuristic strategies the students had mastered before the beginning of experimental teaching, which they acquired in classes and which gave them trouble. The research has also shown that in cases of individual students we may trace certain dependence between the quality of tasks formulated by the students and the quality of feedback provided. Among other issues, the article discusses a potential influence on the sensitivity to using heuristic strategies while solving tasks with their pupils, deduced from the proceedings of the electronic discussions and further from semi-structured interviews, which took place after the teaching process had been completed.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F12%2F1939" target="_blank" >GAP407/12/1939: Rozvíjení kultury řešení matematických problémů ve školské praxi</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 15th European Conference on e-Learning ECEL 2016

ISBN

978-1-911218-17-3

ISSN

2048-8645

e-ISSN

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Počet stran výsledku

8

Strana od-do

383-390

Název nakladatele

Academic Conferences and Publishing International Limited

Místo vydání

Reading

Místo konání akce

Prague, Czech Republic

Datum konání akce

27. 10. 2016

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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