Students Acquiring Expertise through Student-Centered Learning in Mathematics Lessons

Autor/inn/en	Eronen, Lasse; Kärnä, Eija
Titel	Students Acquiring Expertise through Student-Centered Learning in Mathematics Lessons
Quelle	In: Scandinavian Journal of Educational Research, 62 (2018) 5, S.682-700 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1306797
Schlagwörter	Expertise; Student Centered Learning; Mathematics Education; Junior High School Students; Technology Uses in Education; Handheld Devices; Outcomes of Education; Mastery Learning; Mathematics Instruction; Teaching Methods; Foreign Countries; Independent Study; Finland + Suchen Sie Ihr Suchwort? Expert appraisal; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Mathematische Bildung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernleistung; Schulerfolg; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Selbststudium; Finnland
Abstract	This article reports the results of a study that investigated junior high school students' experiences with learning in mathematics lessons that were based on self-guidance, use of technology, and minimalist instruction. The study was part of a ClassPad project and data were obtained from reports written by the 23 students after the ClassPad project ended. A model describing the student's process of mastering doing and learning mathematics through acquiring expertise processes was constructed by using grounded theory method. The mastery of doing and/or learning was reached either with satisfaction or dissatisfaction. Two different learning profiles, one concluding with students feeling satisfied with their learning and the other concluding with students feeling unsatisfied, illustrated the students' typical processes. The findings further revealed that when the teacher's role was minimized and the students had the opportunity to self-guide their learning in an environment with various materials and easy-to-use technology, student-centered learning occurred. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01