Geogebra project12/29/2023 ![]() (n.d) Making meaning of creativity and mathematics teaching. Ankara: Middle East Technical University. ![]() Mariotti (Eds.), Papers for the CERME 8 conference (pp. ![]() Instrumental genesis in GeoGebra-based board game design. Tirosh (Eds.), Handbook of international research in mathematics education. Influence of technologies advances on students’ math learning. Trouche (Eds.), The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. Using symbolic calculators to study mathematics: The case of tasks and techniques. Place and use of new technology in the teaching of mathematics: ICMI activities in the past 25 years. Boundary crossing through in-service online mathematics teacher education: The case of scenarios and half-baked microworlds. Journal for Research in Mathematics Education, 25(6), 676–684. Technology in mathematics education research: The first 25 years in the JRME. Research practice into/influencing mathematics teaching and learning development: Towards a theoretical framework based on co-learning partnerships. For the Learning of Mathematics, 35(1), 15–20. CAS-induced difficulties in learning mathematics. (n.d.) Teaching with game-oriented educational scenarios: Understanding knowledge translations and framings across domains. Hanghøj, T., Misfeldt, M., Bundsgaard, J., & Fougt, S. The didactical challenge of symbolic calculators turning a computational device into a mathematical instrument. Research in Mathematics Education, 16(2), 139–155. Instrumental and documentational approaches: From technology use to documentation systems in university mathematics education. Gueudet, G., Buteau, C., Mesa, V., & Misfeldt, M. From text to “lived” resources: Mathematics curriculum materials and teacher development. Frame analysis: An essay on the organization of experience. Educational Studies in Mathematics, 75(2), 213–234. The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Dordrecht: Kluwer Academic.ĭrijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. Biehler (Ed.), Didactics of mathematics as a scientific discipline (pp. The role of cognitive tools in mathematics education. Journal of the Learning Sciences, 18(2), 165–199.ĭreyfus, T. Conducting design experiments to support teachers’ learning: A reflection from the field. New York, NY: Routledge.Ĭobb, P., Zhao, Q., & Dean, C. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching (pp. Experimenting to support and understand learning processes. Current Anthropology, 43(1), 1–18.Ĭobb, P., & Gravemeijer, K. Journal of Computers for Mathematical Learning, 7(3), 245–274.īarth, F. Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. The data from the project suggest that the notion of “game” can support collaborative scenario design is a viable way of introducing technology and open-ended projects to primary school teachers.Īrtigue, M. Both teachers and pupils work with the concept of “game” as something they design, and furthermore, the pupils immerse themselves into the scenarios that the teachers create in a way similar to “playing a game.” We investigate teachers participation in collaborative development and testing through qualitative means, aiming to describe the teachers’ appropriation of (1) GeoGebra as a tool for doing and teaching mathematics, and (2) game as a metaphor supporting open-ended projects addressing creativity and innovation in the classroom. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. In this article, we address how the design of educational scenarios can support teachers’ adoption of both technology and open-ended projects indorsing creativity and innovation.
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