NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1094167
Record Type: Journal
Publication Date: 2016-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1386-4416
Supporting Primary-Level Mathematics Teachers' Collaboration in Designing and Using Technology-Based Scenarios
Misfeldt, Morten; Zacho, Lis
Journal of Mathematics Teacher Education, v19 n2-3 p227-241 Apr 2016
In this article, we address how the design of educational scenarios can support teachers' adoption of both technology and open-ended projects indorsing creativity and innovation. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. Both teachers and pupils work with the concept of "game" as something they design, and furthermore, the pupils immerse themselves into the scenarios that the teachers create in a way similar to "playing a game." We investigate teachers participation in collaborative development and testing through qualitative means, aiming to describe the teachers' appropriation of (1) "GeoGebra" as a tool for doing and teaching mathematics, and (2) "game" as a metaphor supporting open-ended projects addressing creativity and innovation in the classroom. The data from the project suggest that the notion of "game" can support collaborative scenario design is a viable way of introducing technology and open-ended projects to primary school teachers.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A