The Challenge of Reporting Research to Inform the Creation of Inclusive Mathematics Learning Environments

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

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Making ‘Math Making’ Virtual

Brock Education Journal ◽

10.26522/brocked.v29i2.836 ◽

2020 ◽

Vol 29 (2) ◽

pp. 30

Author(s):

Candace Figg ◽

Anjali Khirwadkar ◽

Shannon Welbourn

Keyword(s):

Preservice Teachers ◽

Learning Environment ◽

Learning Environments ◽

Mathematics Learning ◽

Computational Thinking ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

University Professors ◽

Positive Attitudes ◽

Hands On

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

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Podcasts for Nonformal Learning: Using Social Media for Creating Personal Learning Environments, Personal Learning Networks

Informacijos mokslai ◽

10.15388/im.2020.88.31 ◽

2020 ◽

Vol 88 ◽

pp. 46-65

Author(s):

Marija Stonkienė ◽

Erika Janiūnienė

Keyword(s):

Social Media ◽

Informal Learning ◽

Learning Environments ◽

Media Content ◽

Learning Networks ◽

Personal Learning Networks ◽

Personal Learning ◽

Personal Learning Environments ◽

Collaborative Interaction ◽

The Creation

The use of second-generation web technology (WEB2) in education is emphasising the role of social media as educational sources. Researchers that are analysing personal learning environments (Schaffert, Kalz, 2009; Dabbagh, Kitsantas, 2012), personal learning networks (Couros, 2010) suggest the importance of social media, although this emphasis is attributed to the collaborative interaction of learners. To comprehensively assess the potential of podcasts as social media in the creation of personal learning environments, personal learning networks, the research described in this article does not restrict the definition of podcasts as the potential of collaboration provided by social media. In this article, attention is directed towards the potential of podcasts in the creation of personal learning environment and personal learning networks. By using integrated information behaviour module analysis to determine if the students of Lithuanian higher education institutions value the potential of informal learning provided by podcasts. To determine if these technologies are used for the formation of personal learning environments, personal learning networks, a discussion group research was conducted. During the research the analysis of participant podcast usage showed there is interaction between media content used for recreation and media content used for formal and informal learning. This means that the participants of the research use podcasts to create personal learning environments. On the other hand, this interaction is minimal, created only by the learners and reasoned by the search of educational podcasts. The analysis of the experiences of the discussion participants revealed that the collaborative interaction between learners involved in the research in searching, sharing and using podcasts in the process of learning is not intensive, it is typically fragmented. This allows to point out that the communities that use podcasts for informal learning are not forming. This shows that the potential of podcasts in creating a learning network is not fulfilled, and that podcasts don’t inspire participatory learning.

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EduZinc: a tool for the creation and assessment of student learning activities in complex open, online, and flexible learning environments

Distance Education ◽

10.1080/01587919.2020.1724769 ◽

2020 ◽

Vol 41 (1) ◽

pp. 86-105

Author(s):

David Becerra-Alonso ◽

Isabel Lopez-Cobo ◽

Pilar Gómez-Rey ◽

Francisco Fernández-Navarro ◽

Elena Barbera

Keyword(s):

Student Learning ◽

Learning Environments ◽

Learning Activities ◽

Flexible Learning ◽

The Creation ◽

Assessment Of Student Learning

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Just-in-Time Learning

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch173 ◽

2011 ◽

pp. 1162-1166 ◽

Cited By ~ 2

Author(s):

Tina Stavredes

Keyword(s):

Distance Learning ◽

Lifelong Learning ◽

Learning Environments ◽

Learning Experiences ◽

Meaningful Learning ◽

Just In Time ◽

Web Based ◽

Internet Technologies ◽

The Creation

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.

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How Can Digital Technology Enhance Mathematics Teaching and Learning?

Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0249-5.ch011 ◽

2020 ◽

pp. 216-243

Author(s):

Monika Dockendorff

Keyword(s):

Learning Environments ◽

Digital Technology ◽

Mathematics Teaching ◽

Teaching And Learning ◽

Mathematics Learning ◽

Mathematics Teacher Education ◽

Teacher Education Programs ◽

Interactive Software ◽

Education Programs ◽

Mathematics Teaching And Learning

As digital technology becomes more ubiquitous in society and education, mathematics teachers are expected to design and integrate technology-enriched learning environments effectively. This task encompasses many challenges, but primarily, it entails the identification of how technology may produce insights. This study examines several categories of core mathematical processes that can be enhanced by the integration of dynamic interactive software such as identifying properties, connecting multiple representations, and solving problems, among others. The process of visualization appears at the center of dynamic and interactive mathematics learning environments. Evidence of its functionality and the benefits it reports to the teaching and learning process for each category is presented. Further discussion on the challenges that mathematics teacher education programs and teachers face—not only in their digital competences but also in the role they play—are outlined.

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A reflective protocol for mathematics learning environments

Teaching Children Mathematics ◽

10.5951/teacchilmath.17.8.0480 ◽

2011 ◽

Vol 17 (8) ◽

pp. 480-487

Author(s):

Cathy Jeanne Kinzer ◽

Lisa Virag ◽

Sara Morales

Keyword(s):

Problem Solving ◽

Learning Environments ◽

Mathematics Learning ◽

Ways Of Thinking

Try this Standards-based practice to collaboratively study students' opportunities to develop problem solving, communication, and ways of thinking mathematically.

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Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

Journal of Educational Computing Research ◽

10.2190/ec.37.3.c ◽

2007 ◽

Vol 37 (3) ◽

pp. 267-288 ◽

Cited By ~ 20

Author(s):

Dianna J. Spence ◽

Ellen L. Usher

Keyword(s):

Mathematics Achievement ◽

Learning Environments ◽

Self Efficacy ◽

Cognitive Theory ◽

Mathematics Learning ◽

Self Regulation ◽

Online Environment ◽

And Mathematics ◽

Computer Self Efficacy ◽

Mathematics Self Efficacy

This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade self-efficacy and age jointly predicted achievement. These findings support the views that mathematics self-efficacy is among the most significant predictors of mathematics achievement; computer self-efficacy and computer playfulness are associated with courseware engagement; and self-regulation is an important component of e-learning. Implications for researchers and educators are discussed.

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Entorno virtual de aprendizaje compartido en Educación Superior

REDU Revista de Docencia Universitaria ◽

10.4995/redu.2013.5607 ◽

2013 ◽

Vol 11 (1) ◽

pp. 411 ◽

Cited By ~ 2

Author(s):

Margarita R. Rodríguez Gallego ◽

Antonia López Martínez

Keyword(s):

Web 2.0 ◽

Virtual Environment ◽

Learning Environments ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Point Of View ◽

Virtual Learning Environments ◽

Teaching Methodology ◽

Learning Networks ◽

The Creation

Cada vez son más demandadas las plataformas virtuales apoyadas en el concepto web 2.0 y en las Redes Personales de Aprendizaje (PLN) al garantizar la conversación entre agentes educativos y la colaboración orientada a la producción conjunta de conocimiento.Desde este punto de vista, surgieron los Entornos Virtuales de Aprendizaje (VLE) dónde se configuran, integran y combinan nuevas aplicaciones adaptadas a las necesidades de los usuarios.El propósito final de esta experiencia es la creación de un entorno virtual compartido para lograr que el aprendizaje no se vincule exclusivamente a una actividad memorística y que a través del uso combinado de la plataforma virtual, herramientas de la web 2.0 y la red social los estudiantes puedan crear su propio espacio de trabajo en el que quede reflejado la búsqueda y transformación de la información, creación de recursos para el aprendizaje y tareas de colaboración.Nuestro entorno virtual de aprendizaje compartido ha sido puesto a prueba, implementado y evaluado durante el segundo cuatrimestre, en el marco de la asignatura Didáctica General en la Facultad de Ciencias de la Educación de la Universidad de Sevilla (España) durante el curso académico 2009-2010.Una encuesta efectuada revela hechos interesantes sobre el éxito de este entorno virtual compartido en relación con la motivación y los resultados de aprendizaje de los estudiantes. ABSTRACTShared virtual learning environments in higher education. There is an increasing demand for virtual platforms based on the concept of Web 2.0 and on Personal Learning Networks (PLN) as these guarantee conversations between educational agents and cooperation aimed at the joint knowledge production.From this point of view, Virtual Learning Environments (VLE) have emerged in which new applications adapted to users’ needs are configured, integrated and combined.The ultimate purpose of this experience is the creation of a shared virtual environment to ensure that learning is not linked exclusively to rote activity. Through the combined use of the virtual platform, Web 2.0 tools and social networking, students can create their own workspace in which the search and processing of information, as well as the creation of learning resources and collaboration tasks are reflected.Our shared virtual learning environment has been tested, implemented and evaluated in the second semester, as part of the General Teaching Methodology course in the Faculty of Education at the University of Seville (Spain) during the 2009 – 2010 academic year.A survey reveals interesting facts about the success of the shared virtual environment in relation to the motivation and learning outcomes of students.

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