Special Education: Teaching Geometry with ICTs

Galitskaya, Viktoriya; Drigas, Athanasios

doi:10.3991/ijet.v15i06.11242

Cited by 25 publications

(23 citation statements)

References 11 publications

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“…Last but not least, we emphasize the significance of digital technologies in the educational domain and refuges inclusion, which are very productive and successful, and how they facilitate and improve assessment, intervention, and educational procedures via mobile devices that bring educational activities everywhere [27][28][29][30], various ICTs applications that are the main supporters of education [31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50], and AI, STEM, Games and ROBOTICS that raise educational procedures to new performance levers [51][52][53][54][55][56][57][58]. Additionally, ICTs are being improved and combined with theories and models for cultivating emotional intelligence, mindfulness, and metacognition , accelerates and improves more than educational practices and results, especially in minority children, treating domain and its practices like assessment and intervention.…”

Section: The Role Of Digital Technologiesmentioning

confidence: 98%

Inclusion of refugees in mainstream schools: Existing policies, the role of school leadership, student perspectives, and recommendations for enhancement

Pinelopi Christani,

Dimitris Raftopoulos

2024

Magna Sci. Adv. Res. Rev.

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In recent years, there has been observed a significant influx of refugees, mainly from Eastern countries to European states, and especially to Greece, due to its geographical location. As a result, new needs and challenges have arisen in contemporary societies regarding the attitude towards refugees at multiple social levels. One of these levels, which this paper addresses, is the pedagogical treatment of students of different ethnic backgrounds.

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Section: The Role Of Digital Technologiesmentioning

confidence: 98%

Inclusion of refugees in mainstream schools: Existing policies, the role of school leadership, student perspectives, and recommendations for enhancement

Pinelopi Christani,

Dimitris Raftopoulos

2024

Magna Sci. Adv. Res. Rev.

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“…Last but not least, we emphasize the significance of digital technologies in the educational domain and Giftedness, which are very productive and successful, and how they facilitate and improve assessment, intervention, and educational procedures via mobile devices that bring educational activities everywhere [46][47][48][49], various ICTs applications that are the main supporters of education [50][51][52][53][54][55][56][57][58][59][60][61][62][63][64][65][66][67][68][69], and AI, STEM, and ROBOTICS that raise educational procedures to new performance levers [70][71][72][73][74][75][76][77]. Additionally, ICTs are being improved and combined with theories and models for cultivating emotional intelligence, mindfulness, and metacognition .…”

Section: The Role Of Digital Technologiesmentioning

confidence: 98%

Facilitators and barriers to the development of giftedness in children

Pantelis Pergantis

2024

GSC Adv. Res. Rev.

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Giftedness can be interpreted as a multifactorial set of special abilities and skills, that the individual begins to express from an early developmental age. Many believe that the concept of giftedness goes beyond and includes not only IQ but also other factors. The purpose of this literature review is to collect recent data according to factors other than socio/cultural and economic that may influence the expression of giftedness in children. In the introduction giftedness is discussed according to several elements that may intervene in the acceptance of a universal definition and identification of this specific population and the main part explores several factors that may prevent giftedness through inhibition of cognitive and emotional aspects of daily living of children including children with Neurodevelopmental Disorders.

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“…Geometry is one of the important subjects in the Indonesian curriculum, which is taught from elementary school through college [32]. Geometry aids students in analyzing and explaining the world around them [33]. Geometry is seen as a tool for resolving real-world problems, and it has the potential to make mathematics more attractive [34].…”

Section: B Ornaments In the Grand Mosque Of Bandungmentioning

confidence: 99%

Ethnomathematics Study: Learning Geometry in the Mosque Ornaments

Purniati¹,

Turmudi²,

Juandi³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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In general, many Indonesian students have difficulty learning mathematics. Mathematics is widely used and developed by humans to solve problems in everyday life. However, mathematics is rarely taught as a culturally related subject. The mosque is a cultural embodiment whose ornaments use a lot of geometric motifs. Ethnomathematics studies the relation between mathematics and culture. This research aims to explore the geometry concepts on mosque ornaments, determine how to construct mosque ornaments using geometry concepts, and create contextual geometry problems based on mosque ornaments. The research employed a qualitative approach with an ethnographic method. The research location was the Grand Mosque of Bandung, West Java, Indonesia. The researchers act as an instrument of data collection. The triangulation technique is used to generate valid data, which was carried out through observations, interviews, and literature studies. Data condensation, data display, and concluding were used to analyze the research data. This research showed that the Grand Mosque of Bandung ornaments have geometry concepts, namely points, lines, angles, triangles, squares, rhombuses, kites, trapeziums, hexagons, circles, translation, reflection, rotation, and dilation. Mosque ornaments can be constructed using geometry concepts. In addition, contextual geometry problems can be created based on mosque ornaments. These results indicate that the ornaments of the Grand Mosque of Bandung are rich in geometry concepts. Therefore, mosque ornaments can be used as alternative learning media to overcome students' mathematical difficulties, especially in geometry material.

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Special Education: Teaching Geometry with ICTs

Cited by 25 publications

References 11 publications

Inclusion of refugees in mainstream schools: Existing policies, the role of school leadership, student perspectives, and recommendations for enhancement

Inclusion of refugees in mainstream schools: Existing policies, the role of school leadership, student perspectives, and recommendations for enhancement

Facilitators and barriers to the development of giftedness in children

Ethnomathematics Study: Learning Geometry in the Mosque Ornaments

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