Reflecting Back to Move Forward: Using a Mathematics Autobiography to Open Humanizing Learning Spaces for Pre-Service Mathematics Teachers

2019 ◽  
pp. 135-146
Author(s):  
Crystal Kalinec-Craig ◽  
Theodore Chao ◽  
Luz A. Maldonado ◽  
Sylvia Celedón-Pattichis
Keyword(s):  
Mathematics Teachers ◽  
Learning Spaces

scholarly journals INNOVATIVE EDUCATIONAL TECHNOLOGIES AS A BASIS FOR MODERNIZING THE METHODICAL PREPARATION OF THE FUTURE TEACHER OF MATHEMATICS

2019 ◽  
pp. 107-115
Author(s):  
Tetiana Hodovaniuk ◽  
Tatiana Makhometa ◽  
Irina Tiahai
Keyword(s):  
Mathematics Teachers ◽  
Creative Thinking ◽  
Learning Technologies ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Technologies ◽  
Learning Technology ◽  
Learning Spaces ◽  
Creative Learning ◽  
The Future

One of the most prioritized directions of modernization of methodical preparation of future mathematics teachers is the introduction of innovative educational technologies in the educational process of higher educational institutions. The article outlines the problem of modernizing the methodological preparation of the future teacher of mathematics through the introduction of research and creative learning technologies. The features of research learning technology (Inquiry Based Learning) and Go-Lab ecosystem opportunities for research learning are analyzed. A model of the Go-Lab research cycle with five main stages is described. The structure of the Go-Lab ecosystem with the components of the Go-Lab portal and the Graasp environment is presented. The Go-Lab portal contains a list of available virtual laboratories, applications that can be used to create research learning spaces. The Graasp environment is intended to create and use research learning spaces (Inquiry Learning Spaces – ILS). The implementation of the proposed approach is demonstrated on the example of the working of the research learning space "Ordinary fractions". It is noted that one of the innovative teaching technologies of future mathematics teachers КТЦОН Кt НОvОlШЩТЧР stuНОЧts’ skТlls ТЧ Мritical and creative thinking, autonomy and the formation of professional skills is the technology of creative learning called makerspace. It is established that the use of elements of makerspace in the methodical preparation of the future teacher of mathematics contributes to the formation of a teacher-innovator, a teacher-practitioner ready to introduce further the elements of STEM-education in the educational process of mathematics and capable of modernizing the educational environment in which students want to do something with their own hands, study with enthusiasm, be positive.

Inspiration Space

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET
Keyword(s):  
Learning Environments ◽  
Physical Environment ◽  
Educational Institutions ◽  
Expert Interviews ◽  
Learning Spaces ◽  
Causal Graph ◽  
Physical Environments ◽  
Creative Learning ◽  
Design Students

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.

A Study of Attitude of Mathematics Teachers Towards IX Class Text Book

2011 ◽  
Vol 4 (4) ◽  
pp. 136-138
Author(s):  
Dr. B. Yella Reddy ◽  
◽  
Dr. T. I. Nagarjuna Dr. T. I. Nagarjuna ◽  
Dr. K. Sekhar Dr. K. Sekhar
Keyword(s):  
Mathematics Teachers ◽  
Text Book

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

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