Enhancing Flipped Mathematics Education by Utilising GeoGebra

Combining new educational approaches and educational technologies can make mathematics education more adaptable to pupils’ needs in the 21st century. Our explorative educational study aimed to identify how learning settings and learning environments should be designed to facilitate synthesising flipped approaches to education and using GeoGebra. To discover how to combine flipped approaches and GeoGebra in mathematics education, we conducted a nine-month educational study at a Viennese secondary school. In our study, we focused on pupils’ needs, as pupils are key to combining successfully new educational approaches and using technologies. Analysing our qualitative research data following design-based and grounded theory approaches indicates that the categories (a) clear task definition and task design, (b) feedback, (c) context and benefits, and (d) single-source learning environments are important for pupils when utilising GeoGebra for enhancing flipped education.

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IMAILE, PCP process to identify new technologies and services which address the challenge of providing the next generation of Personal Learning Environments (PLE) for primary and secondary school, FP7

Impact ◽

10.21820/23987073.2017.5.84 ◽

2017 ◽

Vol 2017 (5) ◽

pp. 84-86

Author(s):

Ellinor Wallin

Keyword(s):

Secondary School ◽

Learning Environments ◽

New Technologies ◽

Next Generation ◽

Personal Learning ◽

Personal Learning Environments ◽

Primary And Secondary School

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What people say and what they do: The differential effects of informational cues and task design

Organizational Behavior and Human Decision Processes ◽

10.1016/0749-5978(88)90048-9 ◽

1988 ◽

Vol 41 (1) ◽

pp. 83-97 ◽

Cited By ~ 11

Author(s):

Martin Kilduff ◽

Dennis T Regan

Keyword(s):

Task Design ◽

Differential Effects ◽

Informational Cues ◽

And Task

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Performance Evaluation Tests for Environmental Research (Peter): Evaluation of 114 Measures

Perceptual and Motor Skills ◽

10.2466/pms.1986.63.2.683 ◽

1986 ◽

Vol 63 (2) ◽

pp. 683-708 ◽

Cited By ~ 60

Author(s):

Alvah C. Bittner ◽

Robert C. Carter ◽

Robert S. Kennedy ◽

Mary M. Harbeson ◽

Michele Krause

Keyword(s):

Performance Evaluation ◽

Repeated Measures ◽

Time Course ◽

Environmental Studies ◽

Acceptable Level ◽

Environmental Research ◽

Human Capabilities ◽

Task Definition ◽

And Task

The goal of the Performance Evaluation Tests for Environmental Research (PETER) Program was to identify a set of measures of human capabilities for use in the study of environmental and other time-course effects. 114 measures studied in the PETER Program were evaluated and categorized into four groups based upon task stability and task definition. The Recommended category contained 30 measures that clearly obtained total stabilization and had an acceptable level of reliability efficiency. The Acceptable-But-Redundant category contained 15 measures. The 37 measures in the Marginal category, which included an inordinate number of slope and other derived measures, usually had desirable features which were outweighed by faults. The 32 measures in the Unacceptable category had either differential instability or weak reliability efficiency. It is our opinion that the 30 measures in the Recommended category should be given first consideration for environmental research applications. Further, it is recommended that information pertaining to preexperimental practice requirements and stabilized reliabilities should be utilized in repeated-measures environmental studies.

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Learning Environments in Mathematics Education

Encyclopedia of Mathematics Education ◽

10.1007/978-3-030-15789-0_88 ◽

2020 ◽

pp. 459-464

Author(s):

Tak-Wai Chan ◽

Siu Cheung Kong ◽

Hercy N. H. Cheng

Keyword(s):

Mathematics Education ◽

Learning Environments

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Exploring the Effects of Extraversion on Social Facilitation and Vigilance Task Performance

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931218621279 ◽

2018 ◽

Vol 62 (1) ◽

pp. 1216-1220

Author(s):

Victoria L. Claypoole ◽

Grace E. Waldfogle ◽

Alexis R. Neigel ◽

James L. Szalma

Keyword(s):

Task Performance ◽

Social Presence ◽

Social Facilitation ◽

Vigilance Task ◽

Task Design ◽

Personality Factors ◽

Vigilance Performance ◽

Mere Presence ◽

Design Factors ◽

And Task

Vigilance, or sustained attention, is the ability to maintain attention for extended periods of time. Recently, research on vigilance has focused on identifying individual differences and task design factors that may improve cognitive-based vigilance performance. One such factor is social facilitation, which leads to improved task performance when at least one individual is present. But, relatively little is known about the personality factors, such as extraversion or introversion, which may influence the effects of social presence, and in turn affect vigilance performance. Given this gap in the literature, the present research seeks to determine how personality, specifically extraversion, is related to vigilance performance in the presence of another individual. A total of 39 observers completed a 24-minute vigilance task either alone, in the mere presence of another person, or in the evaluative presence of another person (i.e., an individual monitoring their performance). The results indicated that extraversion was negatively correlated to the proportion of correct detections and sensitivity ( A’).

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Educational Scenario of a Technological – Vocational course, using ICTs, in the context of Constructivism, Pragmatic model and Cross-thematic integration

European Journal of Engineering Research and Science ◽

10.24018/ejers.2019.0.cie.1294 ◽

2019 ◽

pp. 33-37

Author(s):

Socrates Savelides

Keyword(s):

Secondary School ◽

Learning Environments ◽

Teaching Method ◽

Upper Secondary School ◽

Metacognitive Skills ◽

Management Tools ◽

Entrance Exams ◽

Upper Secondary ◽

Constructivist Learning Environments ◽

Vocational Courses

In this paper an Educational Scenario of a Technological – Vocational course is documented and presented. In this the potentials of ICTs are exploited, as management tools of the information and as back up tools of the teaching method such that Constructivist learning environments can be established inside the classroom and achieve a smooth and successful integration of the ICT in the main cognitive subject of the Technological – Vocational course, which is examined at the Higher Education entrance exams. The Scenario has characteristics of a model useful for other Technological – Vocational courses as it suggests Practical Educational Techniques and Cross-thematic integration approaches and promotes the Metacognitive skills of the Vocational Upper Secondary School (EPAL) students with a specialization.

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