Supporting Primary-Level Mathematics Teachers' Collaboration in Designing and Using Technology-Based Scenarios

Autor/inn/en	Misfeldt, Morten; Zacho, Lis
Titel	Supporting Primary-Level Mathematics Teachers' Collaboration in Designing and Using Technology-Based Scenarios
Quelle	In: Journal of Mathematics Teacher Education, 19 (2016) 2-3, S.227-241 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-015-9336-5
Schlagwörter	Mathematics; Mathematics Instruction; Vignettes; Teacher Collaboration; Technology Uses in Education; Mathematics Teachers; Teaching Methods; Instructional Innovation; Creativity; Mathematical Models; Elementary School Teachers; Elementary School Mathematics; Teacher Student Relationship; Student Projects; Technological Advancement; Educational Games; Computer Mediated Communication; Educational Environment; Teacher Participation; Cooperation + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Lehrerkooperation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Kreativität; Mathematical model; Mathematisches Modell; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulprojekt; Technological development; Technologische Entwicklung; Educational game; Lernspiel; Computerkonferenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Co-operation; Kooperation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01