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Communication Dans Un Congrès Année : 2023

Using preservice teachers’ reflections about a project-based statistics course to investigate knowledge creation in collaborative settings

Pauline Vos
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Résumé

In project-based courses, students learn new knowledge through ‘knowledge creation in collaborative settings’. We studied how personal, social and cultural aspects interact in such learning situations. Our empirical basis was a project-based course in statistics in primary teacher education. Participants (n=21) wrote reflective, post-course reports, in which we identified five ‘drivers’ of their learning. These were: (1) awareness of adaptable teaching conventions; (2) discussing with and explicating to others; (3) competencies relevant later, (4) knowledge of how statistics is used in society; (5) knowledge about oneself. The drivers connected the personal, social and cultural aspects in different ways. For instance, personal learning connected to the social through the group work, and to the cultural, such as teaching conventions and the societal role of statistics. These cross-connections were powerful drivers of learning and can be used for designing other courses.
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Dates et versions

hal-04416708 , version 1 (25-01-2024)

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  • HAL Id : hal-04416708 , version 1

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Pauline Vos, Oda Heidi Bolstad. Using preservice teachers’ reflections about a project-based statistics course to investigate knowledge creation in collaborative settings. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04416708⟩

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