Planning geometry lessons with learning platforms: Problem and prospects for mathematics education
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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Planning geometry lessons with learning platforms: Problem and prospects for mathematics education. / Tamborg, Andreas Lindenskov.
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). ed. / Thérèse Dooley; Ghislaine Gueudet. Institute of Education, Dublin City University, Ireland, and ERME, 2017. p. 2430-2437.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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TY - GEN
T1 - Planning geometry lessons with learning platforms: Problem and prospects for mathematics education
AU - Tamborg, Andreas Lindenskov
PY - 2017
Y1 - 2017
N2 - This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three mathematics teachers' joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers to design lessons that correspond with their intentions. The paper concludes with a discussion of the dialectics between learning objectives and planned activities.
AB - This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three mathematics teachers' joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers to design lessons that correspond with their intentions. The paper concludes with a discussion of the dialectics between learning objectives and planned activities.
KW - geometry
KW - education
KW - school
KW - learning platforms
KW - mathematic
KW - teacher
KW - Meebook
KW - planning lessons
KW - objective-oriented teaching
M3 - Article in proceedings
SP - 2430
EP - 2437
BT - Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10)
A2 - Dooley, Thérèse
A2 - Gueudet, Ghislaine
PB - Institute of Education, Dublin City University, Ireland, and ERME
ER -
ID: 231958022