Supporting Primary-Level Mathematics Teachers' Collaboration in Designing and Using Technology-Based Scenarios

Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: [email protected]; Web site: http://www.springerlink.com

Y

15

Mathematics; Mathematics Instruction; Vignettes; Teacher Collaboration; Technology Uses in Education; Mathematics Teachers; Teaching Methods; Instructional Innovation; Creativity; Mathematical Models; Elementary School Teachers; Elementary School Mathematics; Teacher Student Relationship; Student Projects; Technological Advancement; Educational Games; Computer Mediated Communication; Educational Environment; Teacher Participation; Cooperation

10.1007/s10857-015-9336-5

1386-4416

In this article, we address how the design of educational scenarios can support teachers' adoption of both technology and open-ended projects indorsing creativity and innovation. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. Both teachers and pupils work with the concept of "game" as something they design, and furthermore, the pupils immerse themselves into the scenarios that the teachers create in a way similar to "playing a game." We investigate teachers participation in collaborative development and testing through qualitative means, aiming to describe the teachers' appropriation of (1) "GeoGebra" as a tool for doing and teaching mathematics, and (2) "game" as a metaphor supporting open-ended projects addressing creativity and innovation in the classroom. The data from the project suggest that the notion of "game" can support collaborative scenario design is a viable way of introducing technology and open-ended projects to primary school teachers.

As Provided

35

2016

EJ1094167