Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/18537
Title: Increasing Students' Involvement in Technology-supported Mathematics Lesson Sequences
Contributor(s): Prodromou, Theodosia (author)orcid ; Lavicza, Zsolt (author); Koren, Balazs (author)
Publication Date: 2015
DOI: 10.1564/tme_v22.4.05
Handle Link: https://hdl.handle.net/1959.11/18537
Abstract: This article aims to report on a pilot or proof of concept study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework (Lavicza, Hohenwarter, Jones, Lu and Dawes, 2009a and Lavicza, Hohenwarter and Lu 2009b) for general technology integration. Our aim was to examine whether the results of this pilot study could be further utilised in material development and teachers training in a larger scale project GEOMATECH. Results of this study suggested that: a) even experienced teachers with extensive knowledge of technology use are challenged to transfer the control of the classroom to students, step back to become a facilitator in the classroom; b) teachers would have required already prepared worksheets that could be immediately suited to their lessons as their time for preparation was limited and needed to cover a wide range of materials; c) introducing technology through such sequencing would require more practice, experience and training.
Publication Type: Journal Article
Source of Publication: The International Journal of Technology in Mathematics Education, 22(4), p. 169-177
Publisher: Research Information Ltd
Place of Publication: United Kingdom
ISSN: 1744-2710
2045-2519
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
130208 Mathematics and Numeracy Curriculum and Pedagogy
130212 Science, Technology and Engineering Curriculum and Pedagogy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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