排序方式： 共有4条查询结果，搜索用时 15 毫秒
1
1.
2.
3.
Mavrikis Manolis Rummel Nikol Wiedmann Michael Loibl Katharina Holmes Wayne 《Educational technology research and development : ETR & D》2022,70(3):691-712
Educational technology research and development - Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often,... 相似文献
4.
Alice Hansen Manolis Mavrikis Eirini Geraniou 《Journal of Mathematics Teacher Education》2016,19(2-3):205-226
This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers’ professional development. Tapping into an existing community of practice of mathematics specialist teachers, the study identifies how a cooperative enquiry approach utilising workshops and school-based visits challenged 23 competent primary school teachers’ technological, pedagogical and content knowledge of fraction equivalence, addition and subtraction. Verbal and written data from the workshops alongside observations and interviews from the school visits were analysed using the technological, pedagogical and content knowledge (TPACK) framework. The findings show that the assumptions of even experienced teachers were challenged when Fractions Lab was shared as an artefact on which they were asked to co-design and subsequently interact with, using it in subsequent phases of the cooperative inquiry process. Two original aspects of successful co-design of virtual manipulatives through communities of practice are identified and offered to others: (1) careful bootstrapping of the first design iteration that gathers intelligence about the content area and the technological affordances and constraints available; and (2) involvement of highly motivated teachers who perceive themselves as agents of change in the domain area. 相似文献
1