1,721,064 research outputs found
A methodological approach to researching the development of teachers’ knowledge in a multi-representational technological setting.
Get PDFThis chapter details the methodological approach adopted within a doctoral study that sought to apply and expand Verillon and Rabardel’s (1995) triad of instrumented activity as a means to understand the longitudinal epistemological development of a group of secondary mathematics teachers as they began to integrate a complex new multi-representational technology (Clark-Wilson, 2010b). The research was carried out in two phases. The initial phase involved fifteen teachers who contributed a total of sixty-six technology-mediated classroom activities to the study. The second phase adopted a case study methodology during which the two selected teachers contributed a further fourteen activities. The chapter provides insight into the methodological tools and processes that were developed to support an objective, systematic and robust analysis of a complex set of qualitative classroom data. The subsequent analysis of this data, supported by questionnaires and interviews, led to a number of conclusions relating to the nature of the teachers’ individual technology-mediated learning
Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology
Get PDFWe report part of a larger research study that explores secondary teachers’ integration of dynamic mathematical technology (DMT) to their classroom practice with a particular focus on the mathematical domain of geometric similarity (GS). The study adopted a multiple case study approach and was situated in an English lower secondary school setting. The participants were three teachers with different levels of experience and expertise both in teaching and in using digital technology. Data collection involved video-recorded classroom observations, audio-recorded post-observation teacher interviews, and teachers’ resources and students’ work. The Structuring Features of Classroom Practice (SFCP) framework guided the data collection and analysis. The findings presented in this chapter focus specifically on the SFCP construct of ‘curriculum script’ and revealed salient differences between the teachers’ practices that concern several key characteristics of their curriculum scripts for GS with DMT. The contributions of this paper are two-fold: (1) bringing together the research on GS and the SFCP framework to specify a fine-grained mathematics-specific version of curriculum script for GS with DMT, and (2) showing the value of this fine-grained framework for characterising features of teachers’ classroom use of DMT for teaching GS
Teacher Knowledge for Teaching Geometric Similarity with Technology: A Review of Literature
Get PDFTeacher knowledge for the teaching of key topics in secondary mathematics (in
particular geometric similarity) is of prime interest to the mathematics education
community. This theoretical paper, which forms part of a literature review conducted
for a doctoral study, aims to discuss the few existing research studies addressing
teacher knowledge of this topic and to highlight how the integration of digital tools
requires the nature of this knowledge to be reconsidered. The implications of these
findings for the future research agenda are outlined
Digital technology and mid-adopting teachers’ professional development: a case study
No full textThe integration of digital technology into secondary mathematics education is not yet a widespread success. As teachers are crucial players in this integration, an important challenge is not only to attract early adopters, but also to support mid-adopting teachers in their professional development on this point. The questions addressed in this Chapter are: which practices such mid-adopting teachers develop when starting to use technology in their mathematics classroom; and how these practices change over time while engaging in a project with colleagues and researchers. To answer these questions, theoretical notions of instrumental orchestration, TPACK and community of practice underpin the case study of two mathematics teachers from a group of twelve, who engaged in a project on technology-rich teaching. The data includes lesson observations, blogs and results from questionnaires. The results show the type of teaching practices the teachers develop and the changes in these practices. Even if these changes are modest and the impact of the community is limited, the teachers clearly became more confident in integrating technology in their teaching
Augmenting Mathematics with Mobile Technology
Get PDFThis chapter describes two case examples of the use of mobile technology for mathematics. Building on the assumption that mobile learning has a positive effect on student attitudes and academic outcomes including STEM subjects (Hsi, 2007; Wu et al., 2012) we develop a theoretical lens for future studies for ‘mobile mathematics’. The two case examples describe how mobile technology could provide opportunities for ‘mathematics outside the classroom’. The first example describes a dynamic Ferris wheel, the second a static cathedral. Both examples demonstrate how ‘geo-location’ and ‘augmented reality’ features allow mobile technologies to bridge formal and informal mathematics learning (Lai et al., 2016)
Metaphor-based algebra animation
No full textWe investigated whether dynamical animations with visualizations based on metaphorical linking are more effective for grasping algebraic manipulations than static animations. The question is whether and how ideas from conceptual metaphor theory, in particular, embodied cognition, can be drawn to positively contribute to the design of effective animations for visualizing algebraic manipulations. In classroom tests, grade-7 students watched an animated video on algebraic manipulation, either with dynamic visualization, a visualized person dynamically performing the manipulations, or a more static video not based on those ideas. For higher-level students with some pre-knowledge of algebra, we found a small positive effect for dynamic and dynamic embodied videos. For lower-level students with no pre-knowledge of algebra, the embodied animation turned out to be adverse effective
The mathematics teacher in the digital era : an international perspective on technology focused professional development
No full textThis volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections · an overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory). · a set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. · meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting element
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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