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Zehavit Kohen; Liron Schwartz-Aviad; Tomer Peleg – International Journal of Mathematical Education in Science and Technology, 2025
This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service mathematics teachers that enables them to experience inquiry-based learning as learners in a dynamic geometry environment that serves as a mathematics laboratory. We investigate the effect of this experience on the teachers' TPACK,…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Mathematics Teachers, Preservice Teachers
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Daher, Wajeeh; Anabousy, Ahlam; Jabarin, Roqaya – International Journal of Research in Education and Science, 2018
Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link…
Descriptors: Metacognition, Psychological Patterns, Mathematics Activities, Middle School Students
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Daher, Wajeeh – Australasian Journal of Educational Technology, 2010
Although many researchers have examined knowledge building in traditional settings and distance learning, few have examined middle school students' building of mathematical knowledge using mobile phones. The present study uses two well-known models of knowledge building to carry out the examination: the interactive analysis model of knowledge…
Descriptors: Middle School Students, Mathematics Education, Internet, Mathematics Instruction