Increasing Students' Involvement in Technology-Supported Mathematics Lesson Sequences

Autor/inn/en	Prodromou, Theodosia; Lavicza, Zsolt; Koren, Balazs
Titel	Increasing Students' Involvement in Technology-Supported Mathematics Lesson Sequences
Quelle	In: International Journal for Technology in Mathematics Education, 22 (2015) 4, S.169-177 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Mathematics Education; Student Participation; Technology Integration; Lesson Plans; Sequential Approach; Mathematical Concepts; Concept Teaching; Teaching Methods; Interviews; Teacher Attitudes; Learner Controlled Instruction; Mathematics Teachers; Experienced Teachers; Foreign Countries; Observation; Qualitative Research; Hungary (Budapest) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lesson planning; Unterrichtsplanung; Schrittfolge; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Beobachtung; Qualitative Forschung
Abstract	This article aims to report on a pilot or proof of concept study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework (Lavicza, Hohenwarter, Jones, Lu and Dawes, 2009a and Lavicza, Hohenwarter and Lu 2009b) for general technology integration. Our aim was to examine whether the results of this pilot study could be further utilised in material development and teachers training in a larger scale project GEOMATECH. Results of this study suggested that: a) even experienced teachers with extensive knowledge of technology use are challenged to transfer the control of the classroom to students, step back to become a facilitator in the classroom; b) teachers would have required already prepared worksheets that could be immediately suited to their lessons as their time for preparation was limited and needed to cover a wide range of materials; c) introducing technology through such sequencing would require more practice, experience and training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01