The results of a quantitative survey of 104 in-service mathematics and science teachers who taugh... more The results of a quantitative survey of 104 in-service mathematics and science teachers who taught remotely as a result of the COVID-19 pandemic pointed to an increase in their knowledge regarding the existence of e-learning environments. During the pandemic the teachers integrated more digital technology and their goals for using computer tools changed, such that after the pandemic these tools were used mostly to create a learning environment suitable for distance learning. Most teachers experienced difficulties in technology integration, citing not enough preparation time, logistics problems, lack of technological knowledge, and insufficient technical conditions as the reasons. The results suggest that teachers need adequate knowledge and technical support to be able to integrate computerized technologies successfully into their teaching.
This study focused on the emotions of mathematics and science teachers concerning three aspects o... more This study focused on the emotions of mathematics and science teachers concerning three aspects of integrating computer technology into teaching: presenting information and visual aids, assessment, and inquiry tools. A closed quantitative questionnaire was distributed to 91 in-service mathematics and science teachers 18 months after the outbreak of the COVID-19 pandemic. The results point to a core of four positive emotions that prevailed to a large extent with regard to integrating technological tools for the purpose of presenting information and visual aids, and was rated to less extent for assessment and inquiry. In addition, the results reveal three negative emotions concerning the three aforementioned aspects. The findings suggest that teachers generally exhibit positive emotions towards technology integration, and this may serve as fertile ground for teachers' educators in the fields of mathematics and science in planning teacher development programs.
The results of a quantitative survey of 104 in-service mathematics and science teachers who taugh... more The results of a quantitative survey of 104 in-service mathematics and science teachers who taught remotely as a result of the COVID-19 pandemic pointed to an increase in their knowledge regarding the existence of e-learning environments. During the pandemic the teachers integrated more digital technology and their goals for using computer tools changed, such that after the pandemic these tools were used mostly to create a learning environment suitable for distance learning. Most teachers experienced difficulties in technology integration, citing not enough preparation time, logistics problems, lack of technological knowledge, and insufficient technical conditions as the reasons. The results suggest that teachers need adequate knowledge and technical support to be able to integrate computerized technologies successfully into their teaching.
This study focused on the emotions of mathematics and science teachers concerning three aspects o... more This study focused on the emotions of mathematics and science teachers concerning three aspects of integrating computer technology into teaching: presenting information and visual aids, assessment, and inquiry tools. A closed quantitative questionnaire was distributed to 91 in-service mathematics and science teachers 18 months after the outbreak of the COVID-19 pandemic. The results point to a core of four positive emotions that prevailed to a large extent with regard to integrating technological tools for the purpose of presenting information and visual aids, and was rated to less extent for assessment and inquiry. In addition, the results reveal three negative emotions concerning the three aforementioned aspects. The findings suggest that teachers generally exhibit positive emotions towards technology integration, and this may serve as fertile ground for teachers' educators in the fields of mathematics and science in planning teacher development programs.
Eurasia Journal of Mathematics, Science and Technology Education, 2020
This article describes the beneficial effects of an intervention program, based on the computeriz... more This article describes the beneficial effects of an intervention program, based on the computerized Origametria program and the GeoGebra environment, for acquiring geometric concepts in the second grade. Eighty-eight second-graders, from both Hebrew-speaking and Arabic-speaking schools, were instructed in groups by eighteen Hebrew and Arabic-speaking college students, respectively. The groups met for twenty-three 45-minute sessions throughout the schoolyear, undergoing different activities in Origametria and GeoGebra about the concepts of triangle, quadrilateral, square, rectangle, right angle and reflectional symmetry. The pupils' geometric knowledge was compared pre and post intervention to that of twenty-nine pupils in the control group. Pre-intervention, the experimental group's geometric knowledge was significantly lower than that of the control group and there were differences in knowledge between pupils from the Hebrew-speaking and Arabic-speaking school. Post-intervention, a considerable improvement was noted in the experimental group, to the point that group differences were no longer significant. Differences between Hebrew and Arabic-speakers in knowledge of most concepts were also eliminated. Due to the intervention program, the knowledge gap between low and high achieving pupils in the pre-intervention test was closed. Thus, all pupils were brought to a similar level of geometric knowledge. There were no gender differences pre or post-intervention.
International Journal of Mathematical Education in Science and Technology, 2019
This study describes a teaching process that offers teachers and pupils ways of constructing the ... more This study describes a teaching process that offers teachers and pupils ways of constructing the division operation through illustration based on defining the reference unit (divisor), the reference whole 1 and the dividend. We introduce a computerized dynamic environment, using an Excel spreadsheet, in which both teachers and pupils can independently construct the solution process in a manner that leads to meaningful learning. Nine pairs of teachers and pupils underwent an intervention process using Excel, comparing pupils' understanding of division of fractions before and after the learning process. Findings from the pupils indicate the Excel software enabled them to portray and construct the meaning of the division process while applying accurate mathematical terms. Specifically, they could thoroughly understand the meaning of a word problem, so as to explain another student's mistake. Furthermore, teachers' analyses of the pupils' work indicate that the use of this computerized dynamic environment helped the teachers develop mathematical knowledge, pedagogical knowledge and technological pedagogical knowledge.
International Journal of Mathematical Education in Science and Technology, Aug 16, 2019
This study describes a teaching process that offers teachers and pupils ways of constructing the ... more This study describes a teaching process that offers teachers and pupils ways of constructing the division operation through illustration based on defining the reference unit (divisor), the reference whole 1 and the dividend. We introduce a computerized dynamic environment, using an Excel spreadsheet, in which both teachers and pupils can independently construct the solution process in a manner that leads to meaningful learning. Nine pairs of teachers and pupils underwent an intervention process using Excel, comparing pupils' understanding of division of fractions before and after the learning process. Findings from the pupils indicate the Excel software enabled them to portray and construct the meaning of the division process while applying accurate mathematical terms. Specifically, they could thoroughly understand the meaning of a word problem, so as to explain another student's mistake. Furthermore, teachers' analyses of the pupils' work indicate that the use of this computerized dynamic environment helped the teachers develop mathematical knowledge, pedagogical knowledge and technological pedagogical knowledge.
Development of mathematics trainee teachers’ knowledge while creating a MOOC
International Journal of Mathematical Education in Science and Technology, 2019
This article describes how creating a MOOC (Massive Open Online Course) about ratio and proportio... more This article describes how creating a MOOC (Massive Open Online Course) about ratio and proportion in a collaborative, technological environment during mathematics teacher training, benefited the development of content, pedagogical and technological knowledge for teaching. Twenty-nine trainee mathematics teachers, divided into groups, created teaching units as part of a MOOC in the subject of ratio and proportion. Before MOOC creation, the trainee teachers held misconceptions about the meaning of ratio and proportion, but through a process of reflective thinking, collaboration and peer assessment, they developed a sequence of teaching units about different aspects of the subject. This process allowed them to acquire a broad perspective on the subject, develop their Specialized Content Knowledge (SCK) [Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389–407] and let go of their own misconceptions. The trainee teachers also integrated into their units realistic situations of ratio and proportion, facilitating involvement and understanding, hence MOOC development also promoted Knowledge of Content and Teaching (KCT) [Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389–407]. Lastly, the need to select and adapt computerized tools to meet teaching objectives, promoted Technological Pedagogical Content Knowledge (TPCK) [Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054]. From their reports, we can gather the trainee teachers learned how to translate theoretical knowledge to practical pedagogical tools.
Eurasia Journal of Mathematics, Science and Technology Education
This quantitative retrospective study examines a non-probable convenience sample of 104 in-servic... more This quantitative retrospective study examines a non-probable convenience sample of 104 in-service mathematics and science teachers with the aim to understand their changes in attitudes toward the integration and use of information and communications technology (ICT) as a result of the COVID-19 pandemic. Data included a self-report questionnaire. The results indicate an increase in teachers’ knowledge regarding the e-learning environments available at their schools. The teachers revealed that before the pandemic, they mostly used computer tools to support struggling students or carry out basic calculations. However, during, because they had to plan distance learning environments, they introduced adaptive pedagogical use of ICT tools for all their students. The findings reveal that most teachers experienced difficulties emanating from lack of preparation time, technological knowledge, and/or technical conditions, thus suggesting that policymakers must decide how to provide adequate k...
Eurasia Journal of Mathematics, Science and Technology Education
This quantitative retrospective study examines a non-probable convenience sample of 104 in-servic... more This quantitative retrospective study examines a non-probable convenience sample of 104 in-service mathematics and science teachers with the aim to understand their changes in attitudes toward the integration and use of information and communications technology (ICT) as a result of the COVID-19 pandemic. Data included a self-report questionnaire. The results indicate an increase in teachers’ knowledge regarding the e-learning environments available at their schools. The teachers revealed that before the pandemic, they mostly used computer tools to support struggling students or carry out basic calculations. However, during, because they had to plan distance learning environments, they introduced adaptive pedagogical use of ICT tools for all their students. The findings reveal that most teachers experienced difficulties emanating from lack of preparation time, technological knowledge, and/or technical conditions, thus suggesting that policymakers must decide how to provide adequate k...
Commentary on Chapters 8 to 10: Teachers’ Knowledge and Flexibility—Understanding the Roles of Didactical Models and Word Problems in Teaching Integer Operations
The crucial role of teachers in introducing integers to children is highlighted in chapters 8– 10... more The crucial role of teachers in introducing integers to children is highlighted in chapters 8– 10, comprising this section. The three chapters discuss (prospective) teachers’ conceptions of integer equations, of children’s thinking about integer expressions, and of the role of some didactical models used in teaching integer addition and subtraction. These different aspects of teacher knowledge and conceptions draw an important picture of characteristics and issues that should be taken into account by teacher educators in preparing teachers for teaching integers. In the first part of our commentary we highlight the main contributions of each of the chapters, focusing on the central findings and on important issues brought up by each chapter. The second part offers a meta-perspective of some of the issues by discussing more general educational implications. In this part we also take the opportunity to express our own insights emerging and associated with the ideas presented in the thr...
Eurasia Journal of Mathematics, Science and Technology Education
This article describes the beneficial effects of an intervention program, based on the computeriz... more This article describes the beneficial effects of an intervention program, based on the computerized Origametria program and the GeoGebra environment, for acquiring geometric concepts in the second grade. Eighty-eight second-graders, from both Hebrew-speaking and Arabic-speaking schools, were instructed in groups by eighteen Hebrew and Arabic-speaking college students, respectively. The groups met for twenty-three 45-minute sessions throughout the schoolyear, undergoing different activities in Origametria and GeoGebra about the concepts of triangle, quadrilateral, square, rectangle, right angle and reflectional symmetry. The pupils' geometric knowledge was compared pre and post intervention to that of twenty-nine pupils in the control group. Pre-intervention, the experimental group's geometric knowledge was significantly lower than that of the control group and there were differences in knowledge between pupils from the Hebrew-speaking and Arabic-speaking school. Post-intervention, a considerable improvement was noted in the experimental group, to the point that group differences were no longer significant. Differences between Hebrew and Arabic-speakers in knowledge of most concepts were also eliminated. Due to the intervention program, the knowledge gap between low and high achieving pupils in the pre-intervention test was closed. Thus, all pupils were brought to a similar level of geometric knowledge. There were no gender differences pre or post-intervention.
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