IS EDUCATIONAL TECHNOLOGY USEFUL TO MATHEMATICS TEACHERS ACTIVISTS
Notice bibliographique
Résumé
This in-progress study presents aspects of using educational technology in teaching mathematics education. More exactly, it explores ways in which educational technology might be used in order to improve teachers' cultural awareness and social activism. A rationale for a qualitative research study is presented by using multiple methods combining action research and multiple case studies. Three high school mathematics teachers from Greater Toronto Area are selected to participate in this research. Actor Network Theory (ANT) was considered as research paradigm for this study. Canadian learners and teachers continue to struggle with issues related to social justice and activism. These issues are further complicated by attempts to enhance pedagogical effectiveness of various disciplines with new technologies. For example, where questions of social justice were previously considered totally separated from mathematics education, since former aims of mathematics teachers were restricted to abstract processes that ignored social processes and knowledge transfer, when advent of technologies applicable to classroom were introduced, a socio-political element to teaching of mathematics has been developed. This movement is most apparent in various attempts to incorporate educational technologies, and mathematics education is one of them. Educational technology has been an important mediator that significantly modifies learning environment and teaching approaches and, therefore, among constructivists and others there have been ongoing debates about whether mathematics teachers' use of technology in classrooms can actually help students and teachers to perform better. The recent Ontario Curriculum for Education in Mathematics (Ministry of Education, 2005, 2007) offers some orientations to study mathematics considering various social and cultural aspects, has some guidance for social justice, and gives directions for learning considering multidisciplinary approaches. However, these reforms cannot be implemented easily. As Fullan (1993) mentioned, when new educational programs are implemented, results take directions that are fairly different from initial intentions. Therefore, these recent Ontario reforms in mathematics curriculum are expected to encounter difficulties when they are implemented in a wide variety of schools. Context of Problem It is my premise that part of solution to this problem lies in re-examining ways of teaching mathematics by using educational technology in order to promote social activism, and also, renegotiating relations between teachers and students in mathematics classrooms. Freire (1973) mentioned that the role of educator is not to 'fill' educate with 'knowledge,' technical or otherwise. It is rather to attempt to move towards a new way of thinking in educator and educatee, through dialogical relationship between both (p.125). As such, goals of this research are:
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».