Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios
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Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. / Misfeldt, Morten; Zacho, Lis.
In: Journal of Mathematics Teacher Education, Vol. 19, No. 2-3, 2016, p. 227-241.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios
AU - Misfeldt, Morten
AU - Zacho, Lis
PY - 2016
Y1 - 2016
N2 - 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. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. 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. 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.
AB - 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. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. 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. 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.
KW - Teacher in-service education
KW - Scenario-based education
KW - Instrumental genesis
U2 - 10.1007/s10857-015-9336-5
DO - 10.1007/s10857-015-9336-5
M3 - Journal article
VL - 19
SP - 227
EP - 241
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
SN - 1386-4416
IS - 2-3
ER -
ID: 228082751