Pre-service teachers using programming to design learning objects: A case study - Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education collection Accéder directement au contenu
Communication Dans Un Congrès Année : 2022

Pre-service teachers using programming to design learning objects: A case study

Résumé

In this paper we are interested in understanding how pre-service teachers use programming to design digital learning situations (learning objects). We discuss a case study of a pre-service teacher creating a learning object to teach a mathematics concept. Using a development-process model and the instrumental approach, with its concept of scheme, we analyze the pre-service teacher's engagement with the activity of creating the learning object and identify two schemes that she developed and mobilized for articulating the learning trajectory and articulating it in programming language. The analysis of schemes highlights the need for understanding operational knowledge in the context of pre-service teachers' experiences of using programming to design learning objects.
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Dates et versions

hal-03744879 , version 1 (03-08-2022)

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  • HAL Id : hal-03744879 , version 1

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Joyce Mgombelo, Ayse Pinar Sen, Chantal Buteau, Eric Muller, Ana Isabel Sacristán, et al.. Pre-service teachers using programming to design learning objects: A case study. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03744879⟩

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