Search results for "Mathematics EDucation"

Task Contexts in Dutch Mathematics Education

2020

This chapter offers a description of task contexts in mathematics education in the Netherlands. International comparative studies show that the Dutch average percentage of mathematics tasks with real-life connections per lesson exceeds any other country by far. This tradition goes back more than 500 years, when the earliest mathematics textbooks in the Dutch language consisted entirely of tasks, in which mathematics was put to use in commercial contexts. In this chapter characteristics of contexts in mathematics tasks in the Netherlands are studied. Underlying frame is the notion of usefulness, which is a perception by students on future practices outside school. A distinction is made betwe…

La enseñanza basada en preguntas : La ley de Ampère y el término de Maxwell

2020

Frecuentemente a los maestros de Física y de Matemáticas se les recomienda una enseñanza activa de estas áreas del conocimiento, que consiste en una interacción continua entre el maestro y el estudiante. Con una metáfora de un interrogatorio adecuado, se pretende mostrar al docente una manera de orientar al estudiante en su aprendizaje, motivándolo a recuperar conocimientos previos o causándole un conflicto cognitivo que lo lleve a reformular su aprendizaje. Esta manera de proceder didácticamente se ha llamado enseñanza basada en preguntas, cuya primera referencia histórica nos remite a la Grecia antigua. En este trabajo se presenta la enseñanza de la ley de Ampère con la generalización de …

The Patras blended strategy model for deep and meaningful learning in quality life-long distance education

2019

Life‑long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to t…

Supporting Learning Groups in Online Learning Environment

2015

In this paper, we report on the initial findings on how to effectively support learning groups in online learning environments. Based on the idea that learning groups can enhance effective learning in online learning environments, we used qualitative research methods to study learning groups (interviews and observation of learning group interactions in online learning environments) and their facilitators. Preliminary results reveal that in order to have effective learning groups you need to take care of the following online design issues: develop comprehensive study guides, train online tutors, motivate learners through feedback, and foster high cognitive levels of interaction through quest…

Investigating technical and pedagogical usability issues of collaborative learning with wikis

2012

Published version of an article in the journal: Informatics in Education : an International Journal. Wikis have been recently promoted as tools that foster collaborative learning. However, there has been little research devoted to the criteria that are suitable to address issues pertinent to collaborative learning. This paper proposes a set of criteria to explore technical and pedagogical usability issues of collaborative learning with wikis. The criteria are then used to evaluate students’ collaborative writing activities. The units of study are wikis that groups of students developed collaboratively using MediaWiki. This paper also reports on technical and pedagogical implications for the…

2018

Although generic skills have received widespread attention from both policymakers and educationalists, little is known regarding how students acquire these skills, or how they should best be taught...

Teaching Physics Concepts Using Educational Robotics

2019

This paper reports a study included in the national project PROMISE funded by the Italian Ministry of Education, University and Research. It examines the application of an educational robotics laboratory with secondary school students for learning concept about physics. In the paper we describe the didactic strategies that have been implemented during the activities and we give some qualitative outcomes related to effectiveness of the laboratory. Indeed we observed interesting results in students both in term of learning and of interest and participation. The importance of teacher involvement in this type of intervention will also be discussed.

Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study

2017

This study examines student teachers’ collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the near transfer of monitoring activities in the subsequent task work. The participants of this study were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six weeks environmental science course. The script divided the group work into three phases, namely: the orientation phase, intermediate phase, and reflection phase. The script was put in use by prompting questions that were delivered to the students on tablets. Question prompts i…

Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level

2020

AbstractFlipped classroom (FC) pedagogical frameworks have recently gained considerable popularity, especially at secondary school levels. However, there are rich opportunities to explore FC at tertiary levels, but progress on the area requires instructors’ attention to well-designed tasks for students’ collaborative learning. Realistic Mathematics Education (RME) provides a foundation for the development of such tasks. This article advances research on the role of task design in a FC context by considering how RME heuristics may be developed to include the out-of-class phase, where students prepare for in-class work with videos. This adaption, named flipped RME classroom design, is explore…

Developing education students' conceptions of the learning process in different learning environments

1997

Abstract Changes in conceptions of the learning process of 31 educational psychology students were examined in a constructivist and in a traditional learning environment. The study was carried out in a course which dealt with theories of learning and development and consisted of three text books. At the beginning of the course all students wrote a short essay, “My conception of learning”, after which the participants were divided in two groups. The traditional learning group studied the books individually, listened to the lectures and took an exam while the constructive learning group worked with different writing assignments, discussed the topics in groups and wrote an extensive essay inst…