Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17712
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dc.contributor.authorProdromou, Theodosiaen
dc.contributor.authorLavicza, Zsolten
dc.date.accessioned2015-07-28T16:09:00Z
dc.date.issued2015en
dc.identifier.citationEducation Journal, 4(4), p. 175-181en
dc.identifier.issn2327-2619en
dc.identifier.issn2327-2600en
dc.identifier.urihttps://hdl.handle.net/1959.11/17712en
dc.description.abstractThis article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., (e.g., 1, 2) for general technology integration. In this paper our aim was to focus on the students' experience of the shift in the classroom dynamic and examine how students felt about the teacher's demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.en
dc.languageenen
dc.publisherScience Publishing Groupen
dc.relation.ispartofEducation Journalen
dc.titleEncouraging Students' Involvement in Technology-Supported Mathematics Lesson Sequencesen
dc.typeJournal Articleen
dc.identifier.doi10.11648/j.edu.20150404.16en
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
dc.subject.keywordsScience, Technology and Engineering Curriculum and Pedagogyen
dc.subject.keywordsSecondary Educationen
local.contributor.firstnameTheodosiaen
local.contributor.firstnameZsolten
local.subject.for2008130106 Secondary Educationen
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.for2008130212 Science, Technology and Engineering Curriculum and Pedagogyen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930199 Learner and Learning not elsewhere classifieden
local.subject.seo2008930203 Teaching and Instruction Technologiesen
local.profile.schoolSchool of Educationen
local.profile.schoolScience Educationen
local.profile.emailtprodrom@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20141117-030121en
local.publisher.placeUnited States of Americaen
local.format.startpage175en
local.format.endpage181en
local.peerreviewedYesen
local.identifier.volume4en
local.identifier.issue4en
local.contributor.lastnameProdromouen
local.contributor.lastnameLaviczaen
dc.identifier.staffune-id:tprodromen
local.profile.orcid0000-0002-0685-7756en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:17924en
local.identifier.handlehttps://hdl.handle.net/1959.11/17712en
dc.identifier.academiclevelAcademicen
local.title.maintitleEncouraging Students' Involvement in Technology-Supported Mathematics Lesson Sequencesen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.description.statisticsepubsVisitors: 385<br />Views: 584<br />Downloads: 0en
local.search.authorProdromou, Theodosiaen
local.search.authorLavicza, Zsolten
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School of Education
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