Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme

Calleja, James

doi:10.1007/s13394-021-00366-x

Cited by 14 publications

(8 citation statements)

References 32 publications

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“…The importance of IBL in mathematics learning as a pedagogical technique that encourages students to explore, hypothesize, discover, prove, collaborate and communicate is revealed in (Capaldi, 2015;Dorier, & Maass, 2020). Calleja, J. distinguished four features of IBL in the mathematics class: mathematical tasks, collaborative learning, purposeful questioning, student agency and responsibility, led teacher's role and conditions for IBL (Calleja, 2016). The effectiveness of using IBL in the process of learning mathematics has been proven in many studies, for example (Karamustafaoğlu, & Pektaş, 2023;.…”

Section: Analysis Of Current Researchmentioning

confidence: 99%

E-learning & Artificial Intelligence

2023

E-Learning

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Great Britain reflect on E-learning & Artificial Intelligence, e-learning in the time of COVID-19 pandemic and after this time, presented research results, contemporary trends and scientific and educational project devoted to MOOCs, artificial intelligence (AI), augmented reality (AR), virtual reality (VR), selected Web 2.0 and Web 3.0 technologies, LMS, CMS, STEAM, mobile learning and other topics.

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Section: Analysis Of Current Researchmentioning

confidence: 99%

E-learning & Artificial Intelligence

2023

E-Learning

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Section: Analysis Of Current Researchmentioning

confidence: 99%

Using Moodle for Inquiry-Based Learning in Mathematics

Astafieva,

Hlushak,

Hruzdova

et al. 2023

E-Learning &Amp; Artificial Intelligence

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The scientific article aims to explore the possibilities of using the Moodle platform to implement a research-oriented approach to teaching mathematics based on students' questions and active engagement -Inquiry based learning in mathematics (IBLM). The article analyses the results of a survey of students, which was conducted in order to identify the difficulties faced by students during distance learning of mathematics. Problems encountered by students in learning mathematics online are identified, along with ways to overcome them. The opportunities provided by the Moodle platform to support active and research-oriented mathematics learning are highlighted, in particular, the creation of a favourable learning environment where students can explore mathematical concepts, formulate questions and solve problems at different levels of Inquiry based learning. The article provides examples of mathematics tasks developed on the Moodle platform aimed at teaching distance at different levels of inquiry, including structured, guided and open. Special emphasis is placed on the development of an individual approach to teaching mathematics that takes into account the level of students in Inquiry-Based Learning IBL. Thus, the article contributes to the understanding of the possibilities of using the Moodle platform for the implementation of IBL in the study of mathematics.

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“…Effective PD for teachers offer clearly-defined structural features which had been proven to support lifelong adult learning and motivate enaction of practice change ( Borko et al, 2014 ; Calleja, 2021 ; Hawley & Valli, 2000 ; Jacobs et al, 2017 ; Knowles, 1970 ; Marrongelle et al, 2013 ). Studies show that effective PD design supports a positive change in teachers’ knowledge, perceptions, and practices ( Darling-Hammond et al, 2017 ; Heck et al, 2019 ; Smith et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%