Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. / Misfeldt, Morten; Zacho, Lis.

In: Journal of Mathematics Teacher Education, Vol. 19, No. 2-3, 2016, p. 227-241.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Misfeldt, M & Zacho, L 2016, 'Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios', Journal of Mathematics Teacher Education, vol. 19, no. 2-3, pp. 227-241. https://doi.org/10.1007/s10857-015-9336-5

APA

Misfeldt, M., & Zacho, L. (2016). Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. Journal of Mathematics Teacher Education, 19(2-3), 227-241. https://doi.org/10.1007/s10857-015-9336-5

Vancouver

Misfeldt M, Zacho L. Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. Journal of Mathematics Teacher Education. 2016;19(2-3):227-241. https://doi.org/10.1007/s10857-015-9336-5

Author

Misfeldt, Morten ; Zacho, Lis. / Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. In: Journal of Mathematics Teacher Education. 2016 ; Vol. 19, No. 2-3. pp. 227-241.

Bibtex

@article{0227cfb3fa8144ed9507a97e6d1fec4d,
title = "Supporting primary-level mathematics teachers{\textquoteright} collaboration in designing and using technology-based scenarios",
abstract = "In this article, we address how the design of educational scenarios can support teachers{\textquoteright} 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{\textquoteright} 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.",
keywords = "Teacher in-service education, Scenario-based education, Instrumental genesis",
author = "Morten Misfeldt and Lis Zacho",
year = "2016",
doi = "10.1007/s10857-015-9336-5",
language = "English",
volume = "19",
pages = "227--241",
journal = "Journal of Mathematics Teacher Education",
issn = "1386-4416",
publisher = "Springer",
number = "2-3",

}

RIS

TY - JOUR

T1 - Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios

AU - Misfeldt, Morten

AU - Zacho, Lis

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

KW - Teacher in-service education

KW - Scenario-based education

KW - Instrumental genesis

U2 - 10.1007/s10857-015-9336-5

DO - 10.1007/s10857-015-9336-5

M3 - Journal article

VL - 19

SP - 227

EP - 241

JO - Journal of Mathematics Teacher Education

JF - Journal of Mathematics Teacher Education

SN - 1386-4416

IS - 2-3

ER -

ID: 228082751