Evaluation of a web based mathematics teaching material on the subject of functions

Baki, Adnan; Güveli, Ebru

doi:10.1016/j.compedu.2007.09.003

Cited by 48 publications

(37 citation statements)

References 6 publications

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“…Majority of WBLRs studies on user mathematical performance, self-efficacy, attitudes and acceptance have mainly reported of positive benefits of WBLRs with some few contextual constraints (Guzeller & Akin, 2012;Beki & Guveli, 2008;Kong & Kwok, 2005). As compared with the traditional resources, Hadjerrouit (2010b) indicates that WBLR serves as an added value because the resources promote a new, exciting, active, self-reflected and collaborative learning environment.…”

Section: Web-based Learning Resourcesmentioning

confidence: 99%

“…Following a structured observations of two groups of students who were learning fractions, Kong and Kwok (2005) concluded that the group who used the web material performed better than their colleagues in the control group. A study by Beki and Guveli (2008) indicated that not only did web-based mathematics instruction material improved students' attitude towards mathematics instruction but also ensured students learnt the content of the mathematical function successfully. Combes and Valli (2007) also acknowledged the potential value of WBLRs in promoting constructivist learning environment.…”

Section: Web-based Learning Resourcesmentioning

confidence: 99%

“…A review of emerging literature on technologies in mathematics instruction has revealed a global advocacy for the adoption of web pedagogies to improve the way Mathematics is taught and learnt (Akayuure, Nabie & Sofo, 2013;Hadjerrouit, 2010b;Kay, Knaack & Patrarca, 2009Beki & Guveli, 2008Nam & Smith-Jackson, 2007). The emergence of these new pedagogies which range from new instructional approaches on virtual environments to those that incorporate merely simple web-based resources is influenced by several factors.…”

Section: Web Pedagogiesmentioning

confidence: 99%

“…These moves are based on the supposition that when teachers teach with these technologies, students will develop substantial mathematical knowledge and lifelong learning skills (Buabeng-Andoh, 2012;MOESS, 2007). While the supposition holds a significant level of acceptance in literature (Guzeller & Akin, 2012;Beki & Guveli, 2008;Kong & Kwok, 2005), recent studies (Agyei & Voogt, 2012;Agyei & Voogt, 2011) have noted that most mathematics teachers have not had adequate preparation in terms of pedagogical knowledge, technical skills and readiness for such technology integration. It is thus imperative to question how teacher educators can prepare prospective teachers towards technology integration in Ghana.…”

Section: Introductionmentioning

confidence: 99%

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Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

Akayuure

Apawu

2015

IJRES

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The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.

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Section: Web-based Learning Resourcesmentioning

confidence: 99%

Section: Web-based Learning Resourcesmentioning

confidence: 99%

Section: Web Pedagogiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

Akayuure

Apawu

2015

IJRES

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“…In previous researches, Bakia and Güvelib discussed using book reading logs to evaluate the usage of teaching materials [8]. Ishi and Miwa proposed an approach to improve web-based teaching materials through access logs of students.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving Teaching Materials through Digital Book Reading Log

Ren¹,

Uosaki²,

Kumamoto³

et al. 2016

Proceedings of the 2017 International Conference on Advanced Technologies Enhancing Education (ICAT2E 2017)

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Abstract. Nowadays, it is easy to create digital books. However, through many university teachers create their own digital books as their teaching materials, it is difficult to evaluate and improve. In this paper, based on our previous research on the learning behavior analysis results, we prototype a digital book reading system and analyze the student reading logs and show how teachers can use the results to improve their teaching.

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Study Materials in Smart Learning Environment – A Comparative Study

Klímová

Šimonová

2015

Smart Education and Smart E-Learning

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Evaluation of a web based mathematics teaching material on the subject of functions

Cited by 48 publications

References 6 publications

Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

Improving Teaching Materials through Digital Book Reading Log

Study Materials in Smart Learning Environment – A Comparative Study

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