Development of mathematics trainee teachers’ knowledge while creating a MOOC

Klemer, Anat; Keisar, Einav; Rapoport, Shirley

doi:10.1080/0020739x.2019.1688402

Cited by 15 publications

(7 citation statements)

References 9 publications

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“…Qualitative approach Quantitative approach Mixed approach Anat et al (2020) x Bairral and Powell (2013) x Bate et al (2013) x Bulut and Isiksal (2019) x Chinellato and Javaroni (2020)…”

Section: Articlementioning

confidence: 99%

Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Gumiero,

Pazuch

2024

PEDAGOGICAL RES

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Professional teaching knowledge interferes with the planning and development of classes, which also relates to integrating digital technologies in the classroom. This study aimed to understand and discuss teachers’ professional knowledge for teaching mathematics with digital technologies. The methodology of this systematic literature review was composed of selecting 42 scientific articles in the ERIC, Latindex, Scopus, Scielo, and Web of Science databases and vertical and horizontal analyses of the indicated studies. The results suggest that the studies have similar structures with similar theoretical frameworks, objectives, and methodological procedures, identifying and classifying teacher professional knowledge based on knowledge achieved or that still needs to be developed. The teachers mobilize their knowledge by recognizing the potential of digital technologies for teaching mathematics critically and reflectively.

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“…Qualitative approach Quantitative approach Mixed approach Anat et al (2020) x Bairral and Powell (2013) x Bate et al (2013) x Bulut and Isiksal (2019) x Chinellato and Javaroni (2020)…”

Section: Articlementioning

confidence: 99%

Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Gumiero,

Pazuch

2024

PEDAGOGICAL RES

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“…Some MOOCs have tried to build in supports and prompts for students regarding PA, with various success. Anat et al (2020) turned this on its head and investigated the student creation of parts of an MOOC, with positive effects.…”

Section: Varieties Of Digital Peer Assessmentmentioning

confidence: 99%

Digital Hardware for Peer Assessment in K-12 Schools and Universities

Topping

2021

Front. Educ.

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Digital peer assessment (PA) is an arrangement for learners to consider and specify the level, value, or quality of a product or the performance of other equal-status learners, using computers, tablets, mobiles or other devices, and the internet. Digital PA is of increasing relevance as more educational establishments are moving toward online or blended learning. It has been widely used for some time, not only in elementary (primary) and high (secondary) schools but also in higher education. In this article, the purposes of PA are considered. Then, questions of effectiveness are briefly discussed. Then, the majority of the article describes in general terms how to do it. A review is offered for variations in types of PA and the underpinning theory, both of which have practical implications, irrespective of whether the PA is digital or face-to-face. Then, the use of different kinds of digital hardware in different kinds of PA will be considered. After this, the social and emotional aspects of digital PA are considered. As the contexts are so different, differences between primary school, high school, and higher education are reviewed. A conclusion summarises the strengths and weaknesses of digital PA, which can certainly be effective as a teaching and learning method and enhance student communication, problem-solving, and self-confidence.

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“…These challenges stem from several factors, including insufficient instructional practices, disparities in students' formal and informal education, overly standard and superficial teaching methods, and the implementation of unsuitable learning models (Ayan et al, 2019;Zuhra et al, 2018;Andinasari et al, 2020). Moreover, the absence of relevant context and visual aids also contributes to students encountering difficulties when attempting to comprehend the concepts of proportion and ratio (Nasution et al, 2014) and creates a MOOC (Massive Open Online Course) during mathematics teacher training improved trainee teachers' content, pedagogical, and technological knowledge for teaching ratio and proportion (Anat et al, 2020). This is often why researchers create lessons or develop learning materials to help students comprehend the concepts of ratio and proportion.…”

Section: Introductionmentioning

confidence: 99%

Ratio and proportion through realistic mathematics education and pendidikan matematika realistik Indonesia approach: A systematic literature review

Risdiyanti,

Zulkardi,

Putri

et al. 2024

jel

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Foundational mathematical concepts like ratios and proportions are indispensable for solving both everyday problems and those encountered in professional settings. However, many students need help to grasp and apply these concepts effectively, often due to ineffective teaching methods, variations in students' levels of comprehension, and shortcomings in existing learning models. Realistic Mathematics Education (RME) and Pendidikan Matematika Realistik Indonesia (PMRI) have emerged as promising solutions to address these challenges. This study aims to systematically review the literature on ratio and proportion learning design using RME and PMRI approaches. It focuses on three specific research inquiries: profiling the literature, analyzing employed learning designs, and identifying gaps and recommendations for further research in learning design development. Conducted through a Systematic Literature Review (SLR) approach, the research involved planning, implementing, and disseminating review results. One hundred forty-four documents were scrutinized, leading to the identification of 19 pertinent papers. This study provides a comprehensive analysis of the literature on learning design in the context of ratio, proportion, scale, and level, utilizing RME and PMRI approaches while highlighting research gaps and offering insights for future studies. Its findings hold significant implications for educators and researchers seeking to enhance mathematics education through RME and PMRI approaches.

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Development of mathematics trainee teachers’ knowledge while creating a MOOC

Cited by 15 publications

References 9 publications

Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Digital Hardware for Peer Assessment in K-12 Schools and Universities

Ratio and proportion through realistic mathematics education and pendidikan matematika realistik Indonesia approach: A systematic literature review

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