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ERIC Number: ED501003
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 10
ISBN: N/A
ISSN: N/A
Pre-Service Teachers' Transition from "Knowing That" to " Knowing Why" VIA Computerized Project-Based-Learning
Lavy, Ilana; Shriki, Atara
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p181-188
The aim of the study was to examine the effects of implementing computerized project based- learning (CPBL) approach into a didactical course for third year pre-service mathematics teachers. In this paper we focus on impacts concerning the pre-service teachers as learners. Analysis of the data revealed three main sub-categories relating to aspects concerning the pre-service teachers as learners: (1) the development of self-confidence in mathematical competence; (2) the contribution of the computerized environment; and (3) the impacts of the classroom discussions. We give evidence to the students' transition from "knowing that" to "knowing why" the CPBL approach is a promising learning/teaching method for turning the mathematics experience into an exciting and challenging one. [For complete proceedings, see ED500858.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A