Teaching Mathematics through Micro-Learning in the Context of Conceptual and Procedural Knowledge

Autor/inn/en	Gün-Sahin, Zühal; Kirmizigül, Hafize Gamze
Titel	Teaching Mathematics through Micro-Learning in the Context of Conceptual and Procedural Knowledge
Quelle	In: International Journal of Psychology and Educational Studies, 10 (2023) 1, S.241-260 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gün-Sahin, Zühal) ORCID (Kirmizigül, Hafize Gamze)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Teaching Methods; Microteaching; Middle School Teachers; Mathematical Concepts; Middle School Students; Grade 6; Electronic Learning; Mathematics Achievement; Instructional Effectiveness; Mathematics Skills; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Mathematics ability; Ausland; Türkei
Abstract	In light of technological development worldwide, the focus has been on how different types of digital technology can be used to provide activities that will enhance students' mathematical learning. Micro-learning is an innovative approach that will accelerate digitalization in mathematics teaching, attract students to mathematics, and combine technology and mathematics education. The study aims to reveal the effect of micro-learning teaching of the middle school 6th-grade mathematics lesson "Ratio" on students' conceptual and procedural knowledge. In the study carried out within the scope of qualitative research, the case study research design was preferred. In the study group, ten students studying in the 6th grade of middle school were studied. In the research, the conceptual and procedural knowledge definitions of the "Ratio" subject created by the researchers were created by reviewing the literature, and the status of the interview was examined based on the data obtained at the end of the study. During the data collection phase of the research, the Conceptual and Procedural Knowledge Test (CPKT) developed by the researchers and interviews with two students were used. The collected data was analyzed by content analysis. After the micro-learning teaching in the e-learning environment, it was seen that there was a 76% success rate in the procedural knowledge of the students, in which they generally acquired the conceptual knowledge of the "Ratio" subject. Thus, it has been demonstrated that micro-learning can be used in mathematics lessons. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://ijpes.com/index.php/ijpes/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01