Pre-service elementary mathematics teachers' opinions about using GeoGebra in mathematics education with reference to 'teaching practices'

Doruk, Bekir Kürşat; Aktümen, Muharrem; Aytekin, Cahit

doi:10.1093/teamat/hrt009

Cited by 13 publications

(8 citation statements)

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“…However, regarding studies on teachers' use of MAS in mathematics teaching, a number of studies have been reported (Agyei & Benning, 2015;Agyei & Voogt, 2016;Bozkurt & Ruthven, 2017;Bulut & Bulut, 2011;Doruk et al, 2013;Zilinskiene & Demirbilek, 2015). However, the previous studies paid less attention to examine pedagogical activities at three levels of instructional practices as proposed by Pierce and Stacey (2010).…”

Section: Introductionmentioning

confidence: 99%

Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

Mailizar¹,

Fan²

2020

INT ELECT J MATH ED

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This study aimed to examine mathematics teachers' integration of Mathematics Analysis Software (MAS) in the teaching of mathematics at upper secondary school classrooms. It employed a qualitative approach with classroom observations and interviews for the data collection. The study was carried out in Indonesia, and the participants were ten mathematics teachers from ten secondary schools. The finding suggested that the participants failed to take advantage of pedagogical opportunities to digital technology in facilitating students' knowledge construction. In addition, this study revealed that the instructional practices with technology at classroom and subject levels were closely related to the type of tasks they set in their lessons. Moreover, the findings indicate that it is important for mathematics teachers to set technology-rich mathematics tasks for students to fully capitalized pedagogical opportunities of Mathematics Analysis Software.

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Section: Introductionmentioning

confidence: 99%

Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

Mailizar¹,

Fan²

2020

INT ELECT J MATH ED

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“…One of the main tasks of modern education is to introduce students to new technologies and to train them for their active use. A prerequisite for successful teaching and learning is the active role of all participants in the educational process (Doruk, Aktumen & Aytekin, 2013). Chifari & Ottaviano, 2001;Viamonte, 2010).…”

Section: Introductionmentioning

confidence: 99%

Modern Teaching Technologies and Developing Constructive Thinking

Carević¹,

Petrović²,

Denić³

2020

International Scientific Conference EMAN – Economics &Amp; Management: How to Cope With Disrupted Times

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Numerous researches in the previous period have shown the effectiveness of mathematical learning with the use of information and communication technologies (ICT) and mathematical software packages. Also, through theoretical studies and research results, the quality of mathematics teaching in schools was examined. The results of the research of the authors of this paper showed the lack of a visual-logical approach in solving mathematical problems. Primary and secondary school students are primarily trained in mastering formulas and algebraic procedures that help them solve a given task. In order to develop the ability to perceive lawfulness and logical thinking, we organized introducing elementary and secondary school students to figurative numbers and selected examples that demonstrate the observation of lawfulness among numbers. We applied work in collaborative groups using computers and GeoGebra software. The results showed the students’ ability to perceive lawfulness and to successfully solve tasks by applying the observed lawfulness. They also confirmed the effectiveness of mathematical learning with the use of computers, mathematical software and working in collaborative groups.

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“…In the paper [2] was shown that integrating ICT into teaching processes makes teaching effective and interesting, and that it also contributes to the development of students' active thinking by stimulating their creative thinking. Analysis of the opinion of the elementary school math teachers on the implementation of GeoGebra in mathematics teaching is also presented in paper [8].…”

Section: Introductionmentioning

confidence: 99%

Computing Support in Statistical Evaluation of Mathematics Teaching Effectiveness: Development of Students’ Constructive Thinking

Carević¹,

Petrović²,

Denić³

et al. 2020

Technium

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One of the main tasks in teaching mathematics is to develop students’ constructive thinking. In order to effectively accomplish this task, it is necessary to make a good selection of instructional materials and teaching aids. In order to make good selection and improve the teaching of mathematics, it is, also, necessary to include a statistical analysis of the certain factors’ impact that affect mathematics curriculum. For the purpose of this research, we used the software computational approach ANFIS (adaptive neuro fuzzy inference system) to determine the qualitative impact of several factors on improving students’ ability to create constructive thinking.

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Pre-service elementary mathematics teachers' opinions about using GeoGebra in mathematics education with reference to 'teaching practices'

Cited by 13 publications

References 0 publications

Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

Modern Teaching Technologies and Developing Constructive Thinking

Computing Support in Statistical Evaluation of Mathematics Teaching Effectiveness: Development of Students’ Constructive Thinking

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