Developing Mathematical Resilience: Students' Voice about the Use of ICT in Classroom (El desarrollo de la capacidad de resiliencia matemática: La voz de los estudiantes sobre el uso de las TIC en la aula)

Autor/inn/en	Mota, Ana Isabel; Oliveira, Hélia; Henriques, Ana
Titel	Developing Mathematical Resilience: Students' Voice about the Use of ICT in Classroom (El desarrollo de la capacidad de resiliencia matemática: La voz de los estudiantes sobre el uso de las TIC en la aula)
Quelle	In: Electronic Journal of Research in Educational Psychology, 14 (2016) 1, S.67-88 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.38.15041
Schlagwörter	Student Attitudes; Technology Uses in Education; Classroom Techniques; Mathematics Education; Resilience (Psychology); Middle School Students; Problem Solving; Cooperative Planning; Grade 8; Socioeconomic Influences; Disadvantaged; Questionnaires; Mathematics Activities; Courseware; Foreign Countries; Content Analysis; Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenführung; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; School year 08; 8. Schuljahr; Schuljahr 08; Sozioökonomischer Faktor; Fragebogen; Lernsoftware; Ausland; Inhaltsanalyse
Abstract	Introduction: Mathematical resilience is assumed as one of the most important areas in school context and whose focus should be given priority, due to the distress exhibited by students when learning and understanding basic knowledge in mathematics year after year. The main goal of this research was to study how students attending middle schools in the suburban area of the Portuguese capital are able to recognize and express mathematical resilience characteristics after solving several tasks in groups using ICT. Method: This research was conducted with 64 students from the 8th grade, from three socioeconomic disadvantaged schools, who answered a short open-ended questionnaire regarding their experience in working on a sequence of three articulated tasks in the mathematics classroom, with the use of ICT. Different categories and subcategories have emerged from the conducted inductive content analysis. Results: The results of this study suggest students perceived the experience of using ICT in their mathematics lessons as useful for their learning process and appreciated to enroll tasks through a practical teaching-learning environment. Students also highlighted the importance of their peers' support and perceived "TinkerPlots" software as a useful tool to enhance their understanding and learning of mathematical concepts, pointing how this learning experience became more interesting and easy to them. Nevertheless, a residual number of students reported feelings of distress whilst others indifference. Discussion and Conclusion: The results of this research suggest these students exhibit some characteristics the specialized literature has pointed as typical from mathematical resilient students. Some implications for school practitioners are formulated but further research is needed to enlarge the understanding of how ICT tools in certain environments can be effective to enhance students' learning while promoting mathematical resilient behaviors. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01