A Case Study of Teacher Professional Development on Game-Enhanced Statistics Learning in the Early Years of Schooling - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2019

A Case Study of Teacher Professional Development on Game-Enhanced Statistics Learning in the Early Years of Schooling

Résumé

The research comes from a multifaceted program designed to provide in-service lower primary school teachers (Grades 1-3; ages 6-9) with the knowledge, skills, confidence, and practical experience required to effectively integrate digital games within the early mathematics curriculum. The article focuses on one of the teachers, employing a single case study approach to document the level of transfer and adoption of the acquired knowledge and skills into actual teaching practice. Findings provide some useful insights into the ways in which the program experiences influenced the teacher’s competence in selecting, evaluating, and productively utilizing digital games to enhance learning of key statistical concepts included in the mathematics curriculum.
Fichier principal
Vignette du fichier
TWG05_27.pdf (207.02 Ko) Télécharger le fichier
Origine Fichiers produits par l'(les) auteur(s)
Loading...

Dates et versions

hal-02412815 , version 1 (15-12-2019)

Identifiants

  • HAL Id : hal-02412815 , version 1

Citer

Maria Meletiou-Mavrotheris, Efi Paparistodemou, Loucas Tsouccas. A Case Study of Teacher Professional Development on Game-Enhanced Statistics Learning in the Early Years of Schooling. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02412815⟩

Collections

TICE CERME11
58 Consultations
95 Téléchargements

Partager

Gmail Mastodon Facebook X LinkedIn More