Development and evaluation of a case-based digital learning tool about children's mathematical thinking for elementary school teachers (L-TEST)

It is important for teachers of mathematics to know how pupils react to certain mathematical situations and what these reactions imply, in order to design more effective instructional environments based on their learning needs. This study reports the development processes of a digital learning tool...

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Bibliographic Details
Published inEuropean journal of teacher education Vol. 32; no. 2; pp. 151 - 165
Main Authors Olkun, Sinan, Altun, Arif, Deryakulu, Deniz
Format Journal Article
LanguageEnglish
Published Routledge 01.05.2009
Subjects
Case Method (Teaching Technique)
classroom teachers
Computer Storage Devices
Educational Technology
Elementary School Mathematics
Elementary School Students
Elementary School Teachers
Foreign Countries
information technologies
Instructional Design
Mathematical Concepts
mathematical thinking
mathematics education
Mathematics Instruction
Mathematics Teachers
Preservice Teacher Education
Protocol Materials
Student Development
Student Teachers
Turkey
Use Studies
Video Technology
Turkey
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Summary:It is important for teachers of mathematics to know how pupils react to certain mathematical situations and what these reactions imply, in order to design more effective instructional environments based on their learning needs. This study reports the development processes of a digital learning tool (Learning Tool for Elementary School Teachers (L-TEST)) that shows children's mathematical thinking for the ages of 4-11 years across certain problem situations. L-TEST is designed as a support tool to be used in teacher education. A case-based instructional model was used in designing the instructional tool. Video recordings were digitised to provide a rich environment where learners observe exemplary cases. These exemplified videos included children's mathematical development in the subjects of numbers and shapes, combined with discussions in line with the current research findings. Finally, a usability test for the learning tool was carried out.
ISSN:0261-9768
1469-5928
DOI:10.1080/02619760902783875