Differences in the metacognitive and discursive activities between regular and IBL mathematics lessons

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F21%3A63533559" target="_blank" >RIV/70883521:28150/21:63533559 - isvavai.cz</a>

Výsledek na webu

<a href="https://erie.pef.czu.cz/en/r-17410-proceedings-2021/proceedings-2021.html" target="_blank" >https://erie.pef.czu.cz/en/r-17410-proceedings-2021/proceedings-2021.html</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Differences in the metacognitive and discursive activities between regular and IBL mathematics lessons

Popis výsledku v původním jazyce

Inquiry-based learning is considered as an effective approach to mathematics education. Teachers often struggle when starting to use IBL in their practice. The courses for professional development of mathematics teachers often involve pedagogical experimenting and subsequent reflection. The differences in metacognitive and discursive activities between regular lessons and the lessons based on the lesson plan designed by the internationally recognised expert taught by the participants of CPD were analysed quantitatively based on the video-recordings of the lessons. The several-step planning typical for the regular lessons was replaced by metacognitive planning during the IBL lessons. The wilful disruption was significantly less prevalent in the IBL lessons indicating the bigger involvement of students. The episodes of the lessons were grouped more according to the type of lesson and type of activity than according to the teacher. The grouping of the episodes suggests that participating teachers might get similar experience when performing the same lesson plan.

Název v anglickém jazyce

Differences in the metacognitive and discursive activities between regular and IBL mathematics lessons

Popis výsledku anglicky

Inquiry-based learning is considered as an effective approach to mathematics education. Teachers often struggle when starting to use IBL in their practice. The courses for professional development of mathematics teachers often involve pedagogical experimenting and subsequent reflection. The differences in metacognitive and discursive activities between regular lessons and the lessons based on the lesson plan designed by the internationally recognised expert taught by the participants of CPD were analysed quantitatively based on the video-recordings of the lessons. The several-step planning typical for the regular lessons was replaced by metacognitive planning during the IBL lessons. The wilful disruption was significantly less prevalent in the IBL lessons indicating the bigger involvement of students. The episodes of the lessons were grouped more according to the type of lesson and type of activity than according to the teacher. The grouping of the episodes suggests that participating teachers might get similar experience when performing the same lesson plan.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of the 18th International Conference Efficiency and Responsibility in Education 2021

ISBN

978-80-213-3108-2

ISSN

2336-744X

e-ISSN

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Počet stran výsledku

10

Strana od-do

88-97

Název nakladatele

Czech University of Life Sciences Prague

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

3. 6. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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