Designing a digital game using method, activities, contexts and problems which have been proved to be effective in mathematics education for a long time, will increase the effectiveness and success of the game. The purpose of this study was to reflect the digital game design process for the area concept. The design-based research method was used in the study. The digital game was developed by the researchers in a circular design process including the design, analysis, evaluation, and revision. In the design process, preliminary concepts, skills, and the way to teach them were determined with the help of the literature on the concept of area aimed to be taught via the digital game, and then the mechanics and context of the game were designed under the supervision of three instructors of mathematics. After the design stage, fifteen students were asked to play the game in order to evaluate it. The findings showed that it is important to refer to the literature and to involve mathematics instructors in the process of creating a digital game by considering how such a game should be in terms of mathematics. Getting help from students with different socio-economic levels during the game design phase will help the development of the educational and game structure of the game.
{"title":"Digital Game Design Process for the Concept of Area","authors":"Selçuk Alkan, Tuba Ada","doi":"10.1564/tme_v30.2.1","DOIUrl":"https://doi.org/10.1564/tme_v30.2.1","url":null,"abstract":"Designing a digital game using method, activities, contexts and problems which have been proved to be effective in mathematics education for a long time, will increase the effectiveness and success of the game. The purpose of this study was to reflect the digital game design process\u0000 for the area concept. The design-based research method was used in the study. The digital game was developed by the researchers in a circular design process including the design, analysis, evaluation, and revision. In the design process, preliminary concepts, skills, and the way to teach them\u0000 were determined with the help of the literature on the concept of area aimed to be taught via the digital game, and then the mechanics and context of the game were designed under the supervision of three instructors of mathematics. After the design stage, fifteen students were asked to play\u0000 the game in order to evaluate it. The findings showed that it is important to refer to the literature and to involve mathematics instructors in the process of creating a digital game by considering how such a game should be in terms of mathematics. Getting help from students with different\u0000 socio-economic levels during the game design phase will help the development of the educational and game structure of the game.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82886435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Embodied cognition has recently gained increasing attention in mathematics education research. However, little is known about ways to use an embodied approach to reach for mathematical abstraction. In this study, we investigate this topic for the case of functional thinking (FT) using digital technology (DT) through a systematic literature study. We searched four databases, resulting in a corpus of 51 papers. As a result, we found that action-based and perception-based embodied approaches to contextual/situational abstraction are more prevalent in literature than pseudo-embodied approaches. In addition, the covariation and correspondence views on function are more frequently addressed compared to input-output and mathematical object views. We conclude with a discussion on the interplay of embodied approaches and abstraction in FT. For future research, we suggest investigating embodied approaches using digital technology for developing FT concerning different types of mathematical abstraction.
{"title":"An Embodied Approach to Abstract Functional Thinking Using Digital Technology: A Systematic Literature Review","authors":"Hang Wei, R. Bos, P. Drijvers","doi":"10.1564/tme_v30.2.2","DOIUrl":"https://doi.org/10.1564/tme_v30.2.2","url":null,"abstract":"Embodied cognition has recently gained increasing attention in mathematics education research. However, little is known about ways to use an embodied approach to reach for mathematical abstraction. In this study, we investigate this topic for the case of functional thinking (FT) using\u0000 digital technology (DT) through a systematic literature study. We searched four databases, resulting in a corpus of 51 papers. As a result, we found that action-based and perception-based embodied approaches to contextual/situational abstraction are more prevalent in literature than pseudo-embodied\u0000 approaches. In addition, the covariation and correspondence views on function are more frequently addressed compared to input-output and mathematical object views. We conclude with a discussion on the interplay of embodied approaches and abstraction in FT. For future research, we suggest investigating\u0000 embodied approaches using digital technology for developing FT concerning different types of mathematical abstraction.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85996483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Begun in the mid-90s, computers have long been a staple in teaching mathematics to engineering students. In recent years, with the effects of the Covid-19 pandemic and the arrival of Generation Z in tertiary education, the role of blended learning has increased. This paper highlights some of the greater challenges and successes of the transition from traditional teaching techniques to the creation of blended learning environments through three case studies. First, the translation of pen-and-paper education to a computerissed form in everyday online and face-to-face practice classes. Second, the reimagination of correspondence courses as blended learning courses. Finally, setting the final exams in a computerised environment: what types of questions are appropriate to measure students' effective understanding of engineering mathematics.
{"title":"How Blended Learning Techniques can be Applied in Teaching Mathematics to Engineering Students","authors":"D. Szegő","doi":"10.1564/tme_v30.2.3","DOIUrl":"https://doi.org/10.1564/tme_v30.2.3","url":null,"abstract":"Begun in the mid-90s, computers have long been a staple in teaching mathematics to engineering students. In recent years, with the effects of the Covid-19 pandemic and the arrival of Generation Z in tertiary education, the role of blended learning has increased. This paper highlights\u0000 some of the greater challenges and successes of the transition from traditional teaching techniques to the creation of blended learning environments through three case studies. First, the translation of pen-and-paper education to a computerissed form in everyday online and face-to-face practice\u0000 classes. Second, the reimagination of correspondence courses as blended learning courses. Finally, setting the final exams in a computerised environment: what types of questions are appropriate to measure students' effective understanding of engineering mathematics.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87642631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An interesting geometric conservation problem is presented. Here proof is presented in a ‘proof without words’ style, with the aim of developing the reader's visual proof ability. The study of the task and its expansion is accompanied by a dynamic sketch to highlight the conservation property.
{"title":"A Quarter-Circle Investigation, Explanation and Generalization","authors":"Moshe Stupel, Michael de Villiers","doi":"10.1564/tme_v30.2.4","DOIUrl":"https://doi.org/10.1564/tme_v30.2.4","url":null,"abstract":"An interesting geometric conservation problem is presented. Here proof is presented in a ‘proof without words’ style, with the aim of developing the reader's visual proof ability. The study of the task and its expansion is accompanied by a dynamic sketch to highlight the\u0000 conservation property.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84736978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the ever-evolving implementation of technology in the teaching and learning of geometry, the task of designing and/or finding suitable questions or problems that can facilitate and promote mathematical reasoning and accurately assess students' understanding of the subject matter can be a challenge. It is the aim of this article to share the findings of an experimental study on the use of GeoGebra graphing technology as an ITC tool coupled with proofs without words in our teacher training geometry classes. The problems used for our experimental study may not appear to be rigorous and challenging in terms of mathematical contents but are perfect tools for pedagogical purposes. It is hoped that the ideas presented in this article can motivate future experiments and studies in this direction in the teaching and learning of geometry.
{"title":"Using Technology and Proofs Without Words in Teaching Mathematical Reasoning to Pre-Service and In-Service Geometry Teachers","authors":"Moshe Stupel, David Fraivert, J. Jahangiri","doi":"10.1564/tme_v30.1.4","DOIUrl":"https://doi.org/10.1564/tme_v30.1.4","url":null,"abstract":"With the ever-evolving implementation of technology in the teaching and learning of geometry, the task of designing and/or finding suitable questions or problems that can facilitate and promote mathematical reasoning and accurately assess students' understanding of the subject matter\u0000 can be a challenge. It is the aim of this article to share the findings of an experimental study on the use of GeoGebra graphing technology as an ITC tool coupled with proofs without words in our teacher training geometry classes. The problems used for our experimental study may not appear\u0000 to be rigorous and challenging in terms of mathematical contents but are perfect tools for pedagogical purposes. It is hoped that the ideas presented in this article can motivate future experiments and studies in this direction in the teaching and learning of geometry.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89347430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fereshteh Zeynivandnezhad, Nasrin Asgharzadeh, R. E. Fernández
The applicability of digital technologies is increasing boundlessly and so are the opportunities of the end-users, with ample opportunities to embed these technologies in the teaching and learning process. Nonetheless, classroom adoption of technologies, particularly in mathematics remains on the lower end of innovation in teaching and learning. To remedy this deficit, education policy makers can take advantage of the existing Technological Pedagogical and Content Knowledge (TPACK) framework. After multiple analyses of Iranian Teachers' self -assessed TPACK, this study places them within the TPACK spectrum, and provides evidence-based policy recommendations. We provide avenues to enhance the effectiveness of mathematics teacher education programs in Iran. We accomplish this by surveying 399 teachers; we then quantify their self-reported assessment of their TPACK; we then determine how their self-reported assessment related to each construct, and their mediating roles, of technological pedagogical knowledge (TPK), technological content knowledge (TCK) and pedagogical content knowledge (PCK). We achieve this by means of structural equation modeling. Our results suggest the existence of high correlations among TPACK components. Additionally, PCK, TPK and TCK had mediating roles in the relationship between three main constructs TK, CK and PK.
{"title":"A Quantitative Assessment of High School Math Teacher's Technological Pedagogical and Content Knowledge","authors":"Fereshteh Zeynivandnezhad, Nasrin Asgharzadeh, R. E. Fernández","doi":"10.1564/tme_v30.1.1","DOIUrl":"https://doi.org/10.1564/tme_v30.1.1","url":null,"abstract":"The applicability of digital technologies is increasing boundlessly and so are the opportunities of the end-users, with ample opportunities to embed these technologies in the teaching and learning process. Nonetheless, classroom adoption of technologies, particularly in mathematics\u0000 remains on the lower end of innovation in teaching and learning. To remedy this deficit, education policy makers can take advantage of the existing Technological Pedagogical and Content Knowledge (TPACK) framework. After multiple analyses of Iranian Teachers' self -assessed TPACK, this study\u0000 places them within the TPACK spectrum, and provides evidence-based policy recommendations. We provide avenues to enhance the effectiveness of mathematics teacher education programs in Iran. We accomplish this by surveying 399 teachers; we then quantify their self-reported assessment of their\u0000 TPACK; we then determine how their self-reported assessment related to each construct, and their mediating roles, of technological pedagogical knowledge (TPK), technological content knowledge (TCK) and pedagogical content knowledge (PCK). We achieve this by means of structural equation modeling.\u0000 Our results suggest the existence of high correlations among TPACK components. Additionally, PCK, TPK and TCK had mediating roles in the relationship between three main constructs TK, CK and PK.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74736097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores university students' understanding of the relationships between formal definitions of the limit of a function and the limit of a sequence in terms of the accumulation point in a technology-enhanced collaborative learning environment. The participants of this study are 17 prospective mathematics teachers. The data are collected with scripting tasks, researcher notes related to questions and comments during the teaching experiment, and GeoGebra files. The teaching experiment — integration GeoGebra into the collaborative learning, scientific debate, and selfreflection stages which help the participants acquire a cultural semiotic system — is here used also to analyse how this integration method can support the dynamic connections between the limit of a sequence and the limit of a function at a point. The data show that most participants cannot understand the role of accumulation point in the construction of the connection between formal definitions of the limit of a function and the limit of a sequence. Their mathematical organization is based on the algebra of limits; however, in this teaching experiment, the use of GeoGebra's tool (such as slider tool and dragging tool) as semiotic mediators and argumentation process in teamwork and debate stages as semiotic mediation can encourage participants to make dynamic connections among the accumulation point, the limit of a sequence, and the limit of a function at a point.
{"title":"From a Neglected Concept to the Construction of Dynamic Connections Between Precise Definitions of the Limit Concept Using GeoGebra","authors":"Yılmaz Zengin","doi":"10.1564/tme_v30.1.2","DOIUrl":"https://doi.org/10.1564/tme_v30.1.2","url":null,"abstract":"This study explores university students' understanding of the relationships between formal definitions of the limit of a function and the limit of a sequence in terms of the accumulation point in a technology-enhanced collaborative learning environment. The participants of this study\u0000 are 17 prospective mathematics teachers. The data are collected with scripting tasks, researcher notes related to questions and comments during the teaching experiment, and GeoGebra files. The teaching experiment — integration GeoGebra into the collaborative learning, scientific debate,\u0000 and selfreflection stages which help the participants acquire a cultural semiotic system — is here used also to analyse how this integration method can support the dynamic connections between the limit of a sequence and the limit of a function at a point. The data show that most participants\u0000 cannot understand the role of accumulation point in the construction of the connection between formal definitions of the limit of a function and the limit of a sequence. Their mathematical organization is based on the algebra of limits; however, in this teaching experiment, the use of GeoGebra's\u0000 tool (such as slider tool and dragging tool) as semiotic mediators and argumentation process in teamwork and debate stages as semiotic mediation can encourage participants to make dynamic connections among the accumulation point, the limit of a sequence, and the limit of a function at a point.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83775218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Parhusip, H. Purnomo, D. Nugroho, Istiarsi Saptuti Sri Kawuryan
This paper explains teaching modern geometry for schools using software called Surfer and converting the algebraic surfaces into Batik motifs as one example of teaching mathematics with the integration of STEAM. Typical algebraic surfaces known in schools were, for example, cylinders and spheres which are identified as traditional geometry in this article. On the other hand, other geometrical objects that are not solely identified as traditional ones are called modern geometrical objects. The objects addressed here are governed by multiple algebraic surfaces and existed in the software called Surfer. The software is used for students to learn traditional geometry initially. After knowing how the software Surfer is doing, the software can be used for drawing more complex geometrical objects that are named to be modern geometry. This software is introduced for students in middle schools until students in the university such that technology and art are immersed in learning geometry. In this research, the activity involved creating a Batik piece which was a local textile in Indonesia based on algebraic surfaces created with Surfer. There were two methods of presenting the motif, these are after drawing the algebraic surfaces, students copied the surfaces into textiles using drawing Batik procedures. In the second method, students received some prototypes of algebraic surfaces and converted them into new patterns which were illustrated on a special paper for a copper stamp prototype later on. Using geometry as the routine topic which must be learned by any level of students in learning mathematics, the learning, innovation skills, and technology skills are direct educational values that are targeted by the activities with the approach presented in this article. The educational value is not only for the sake of mathematics and its content but also for integrating mathematics with other fields and exploring mathematical terms such that STEAM is introduced in this sense. The article here has addressed learning geometry by combining technology, art, and creating products to the related geometrical studied objects to develop learning skills, innovative skills, and technology skills that are educational values required skills in 21st-century education.
{"title":"Integration of STEAM in Teaching Modern Geometry through Batik Motifs Creation with Algebraic Surfaces","authors":"H. Parhusip, H. Purnomo, D. Nugroho, Istiarsi Saptuti Sri Kawuryan","doi":"10.1564/tme_v30.1.3","DOIUrl":"https://doi.org/10.1564/tme_v30.1.3","url":null,"abstract":"This paper explains teaching modern geometry for schools using software called Surfer and converting the algebraic surfaces into Batik motifs as one example of teaching mathematics with the integration of STEAM. Typical algebraic surfaces known in schools were, for example, cylinders\u0000 and spheres which are identified as traditional geometry in this article. On the other hand, other geometrical objects that are not solely identified as traditional ones are called modern geometrical objects. The objects addressed here are governed by multiple algebraic surfaces and existed\u0000 in the software called Surfer. The software is used for students to learn traditional geometry initially. After knowing how the software Surfer is doing, the software can be used for drawing more complex geometrical objects that are named to be modern geometry. This software is introduced\u0000 for students in middle schools until students in the university such that technology and art are immersed in learning geometry. In this research, the activity involved creating a Batik piece which was a local textile in Indonesia based on algebraic surfaces created with Surfer. There were\u0000 two methods of presenting the motif, these are after drawing the algebraic surfaces, students copied the surfaces into textiles using drawing Batik procedures. In the second method, students received some prototypes of algebraic surfaces and converted them into new patterns which were illustrated\u0000 on a special paper for a copper stamp prototype later on. Using geometry as the routine topic which must be learned by any level of students in learning mathematics, the learning, innovation skills, and technology skills are direct educational values that are targeted by the activities with\u0000 the approach presented in this article. The educational value is not only for the sake of mathematics and its content but also for integrating mathematics with other fields and exploring mathematical terms such that STEAM is introduced in this sense. The article here has addressed learning\u0000 geometry by combining technology, art, and creating products to the related geometrical studied objects to develop learning skills, innovative skills, and technology skills that are educational values required skills in 21st-century education.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90832417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Z. Lavicza, Theodosia Prodromou, K. Fenyvesi, Markus Hohenwarter, I. Juhos, Balázs Koren
{"title":"Integrating STEM-related Technologies into Mathematics Education at Large Scale","authors":"Z. Lavicza, Theodosia Prodromou, K. Fenyvesi, Markus Hohenwarter, I. Juhos, Balázs Koren","doi":"10.1564/TME_V27.1.01","DOIUrl":"https://doi.org/10.1564/TME_V27.1.01","url":null,"abstract":"","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67157980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"New Directions for Technology Integration in K-12 Mathematics","authors":"Micah S. Stohlmann, Alfred Acquah","doi":"10.1564/TME_V27.2.03","DOIUrl":"https://doi.org/10.1564/TME_V27.2.03","url":null,"abstract":"","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67158012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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