Revising a programming task in geometry through the lens of design-based implementation research.
Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt
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The paper addresses the role of educational task design in implementation research. Its point of departure is the first revision of a task developed for 4th grade in collaboration with a Danish school teacher. The authors informed the task from a hypothetical learning trajectory that requires students to draw on their knowledge both of mathematics and programming and computational thinking. From a task-design standpoint, the teacher’s experience proves necessary to adapt the task to local reality. The collaborative process illustrates broader implementation issues, such as problems and roles of different stakeholders, innovation adaptation and capacity building. The lessons are consistent with the emergence of design-based implementation research as a more comprehensive model.
Originalsprog | Engelsk |
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Titel | Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12) |
Redaktører | Jeremy Hodgen, Eirini Geraniou, Giorgio Bolondi, Federica Ferretti |
Forlag | Free University of Bozen-Bolzano |
Publikationsdato | 2022 |
Sider | 4119-4126 |
ISBN (Trykt) | 979-1-22-102537-8 |
Status | Udgivet - 2022 |
Begivenhed | 12th Congress of European Research in Mathematics Education - Free University of Bozen-Bolzano, Bolzen-Bolzano, Italien Varighed: 2 feb. 2022 → 6 feb. 2022 Konferencens nummer: 12 https://www.cerme12.it/ |
Konference
Konference | 12th Congress of European Research in Mathematics Education |
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Nummer | 12 |
Lokation | Free University of Bozen-Bolzano |
Land | Italien |
By | Bolzen-Bolzano |
Periode | 02/02/2022 → 06/02/2022 |
Internetadresse |
Links
- http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf
Forlagets udgivne version
- https://hal.science/CERME12/hal-03765101v1
Forlagets udgivne version
ID: 334099279