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van der Wal Nathalie J. Bakker Arthur Drijvers Paul 《International Journal of Science and Mathematics Education》2017,15(1):87-104
Due to increased use of technology, the workplace practices of engineers have changed. So-called techno-mathematical literacies (TmL) are necessary for engineers of the 21st century. Because it is still unknown which TmL engineers actually use in their professional practices, the purpose of this study was to identify these TmL. Fourteen semi-structured interviews were conducted with engineers with a background in different educational tracks in higher professional education (e.g. civil, chemical, biotechnical and mechanical engineering). As a result of the data analysis, 7 commonly used TmL are identified: data literacy, technical software skills, technical communication skills, sense of error, sense of number, technical creativity and technical drawing skills. Engineers also noted a discrepancy between their education and workplace needs; they characterized mathematics in their education as an island with limited relevance. These findings lead to recommendations for the future of science, technology, engineering and mathematics (STEM) in higher technical professional education that can help students learn STEM for the future. 相似文献
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Drijvers Paul Kodde-Buitenhuis Hanneke Doorman Michiel 《Educational Studies in Mathematics》2021,107(2):425-425
Educational Studies in Mathematics - A Correction to this paper has been published: https://doi.org/10.1007/s10649-021-10061-0 相似文献
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van Dijke-Droogers Marianne Drijvers Paul Bakker Arthur 《Educational Studies in Mathematics》2021,107(2):235-260
Educational Studies in Mathematics - Digital technology is indispensable for doing and learning statistics. When technology is used in mathematics education, the learning of concepts and the... 相似文献
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Paul Drijvers Juan D. Godino Vicen? Font Luc Trouche 《Educational Studies in Mathematics》2013,82(1):23-49
A deep understanding of students?? learning processes is one of the core challenges of research in mathematics education. To achieve this, different theoretical lenses are available. The question is how these different lenses compare and contrast, and how they can be coordinated and combined to provide a more comprehensive view on the topic of study. To investigate this, one single episode is analyzed with two theoretical lenses, the instrumental genesis perspective and the onto-semiotic approach. The results from this joint analysis provide a rich view on the observed phenomena and help to identify the affordances and constraints of each of the two theoretical approaches and to articulate them. This way, the networking of theories proves to affect theoretical advancements. 相似文献
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Winnifred Wijnker Arthur Bakker Tamara van Gog Paul Drijvers 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3175-3197
Teachers are increasingly using video in their lessons, with various aims (eg, to raise students’ levels of conceptual knowledge or interest). Videos that can be used for educational purposes are numerous, ranging from instruction videos to fiction films. Such videos have different characteristics, for example regarding the amount and structure of information, and the audio-visual presentation. However, guidelines on which video characteristics can help to achieve specific teacher aims are lacking. As a first step towards composing such guidelines, we added a film theory perspective to educational research on videos. The study included seven science teachers, 13 videos, and 233 students (aged 13–18 years). We used teacher interviews, video analyses, student questionnaires and a cross-case analysis connecting all the data. Data analysis followed a grounded theory approach, including open and axial coding to structure the data, and the constant comparative method to interconnect them. The results showed that videos that posed questions were associated with an increase in students’ interest, and that highly informative videos with authoritative speakers were associated with an increase in students self-reported conceptual knowledge gains. Moreover, teachers often did not have explicit aims for using a particular video, and they selected and used videos in their lessons intuitively. Stimulating teachers to use videos in a more aim oriented way may make video usage more effective. From these findings, we developed a framework to assist teachers in selecting or making videos that match their aims, and a model of possible connections between teacher aims and film types as a first step towards guidelines for teachers using educational videos. 相似文献
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Michiel Doorman Paul Drijvers Koeno Gravemeijer Peter Boon Helen Reed 《International Journal of Science and Mathematics Education》2012,10(6):1243-1267
The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how the use of computer tools may foster this transition. With domain-specific pedagogical knowledge on the learning of function as a point of departure and the notions of emergent modeling and instrumentation as design heuristics, a potentially rich technology-intensive learning arrangement for grade 8 students was designed and field-tested. The results suggest that the relationship between tool use and conceptual development benefits from preliminary activities, from tools offering representations that allow for progressively increasing levels of reasoning, and from intertwinement with paper-and-pencil work. 相似文献
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Drijvers Paul Thurm Daniel Vandervieren Ellen Klinger Marcel Moons Filip van der Ree Heleen Mol Amy Barzel Bärbel Doorman Michiel 《Educational Studies in Mathematics》2021,108(1-2):35-64
Educational Studies in Mathematics - The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance... 相似文献
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Paul Drijvers Michiel Doorman Peter Boon Helen Reed Koeno Gravemeijer 《Educational Studies in Mathematics》2010,75(2):213-234
The availability of technology in the mathematics classroom challenges the way teachers orchestrate student learning. Using
the theory of instrumental orchestration as the main interpretative framework, this study investigates which types of orchestrations
teachers develop when using technology and to what extent these are related to teachers’ views on mathematics education and
the role of technology therein. Data consisted of videotapes of 38 lessons taught by three teachers, who also provided information
on their views through questionnaires and interviews. Qualitative analysis of these data led to the identification of orchestration
types and teacher profiles. The orchestration preferences of the three teachers proved to be related to their views. A detailed
analysis of one exemplary episode suggests how other theoretical perspectives might complement the theory of instrumental
orchestration. 相似文献
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