|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|158176||2017||37 صفحه PDF||سفارش دهید||13301 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Computers & Education, Volume 115, December 2017, Pages 38-55
This study investigated teacher-education students' development of adaptive mathematics teaching practices and beliefs in an online knowledge building environment under principle-based design guidance. Participants were students who took a university course titled Middle-School Mathematics Teaching over a year. Data analyses focused on (a) students' collaborative lesson design activities as documented in an online database, (b) students' video-taped teaching practices, and (c) studentsâ mathematical beliefs using a survey. Correspondingly, the results indicate that the principle-based design guidance (a) was conducive in promoting reflective and collaborative knowledge work in the online community, (b) was likely to motivate the participants to progressively practice more adaptive teaching, and (c) facilitated their development towards more constructivist-oriented mathematical beliefs.