Planning geometry lessons with learning platforms: Problem and prospects for mathematics education

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Standard

Planning geometry lessons with learning platforms: Problem and prospects for mathematics education. / Tamborg, Andreas Lindenskov.

Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). ed. / Thérèse Dooley; Ghislaine Gueudet. Institute of Education, Dublin City University, Ireland, and ERME, 2017. p. 2430-2437.

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Harvard

Tamborg, AL 2017, Planning geometry lessons with learning platforms: Problem and prospects for mathematics education. in T Dooley & G Gueudet (eds), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). Institute of Education, Dublin City University, Ireland, and ERME, pp. 2430-2437.

APA

Tamborg, A. L. (2017). Planning geometry lessons with learning platforms: Problem and prospects for mathematics education. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) (pp. 2430-2437). Institute of Education, Dublin City University, Ireland, and ERME.

Vancouver

Tamborg AL. Planning geometry lessons with learning platforms: Problem and prospects for mathematics education. In Dooley T, Gueudet G, editors, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). Institute of Education, Dublin City University, Ireland, and ERME. 2017. p. 2430-2437

Author

Tamborg, Andreas Lindenskov. / Planning geometry lessons with learning platforms: Problem and prospects for mathematics education. Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). editor / Thérèse Dooley ; Ghislaine Gueudet. Institute of Education, Dublin City University, Ireland, and ERME, 2017. pp. 2430-2437

Bibtex

@inproceedings{b0d275143b3245ea9525888c6605de12,
title = "Planning geometry lessons with learning platforms: Problem and prospects for mathematics education",
abstract = "This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three mathematics teachers' joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers to design lessons that correspond with their intentions. The paper concludes with a discussion of the dialectics between learning objectives and planned activities.",
keywords = "geometry, education, school, learning platforms, mathematic, teacher, Meebook, planning lessons, objective-oriented teaching",
author = "Tamborg, {Andreas Lindenskov}",
year = "2017",
language = "English",
pages = "2430--2437",
editor = "Th{\'e}r{\`e}se Dooley and Ghislaine Gueudet",
booktitle = "Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10)",
publisher = "Institute of Education, Dublin City University, Ireland, and ERME",

}

RIS

TY - GEN

T1 - Planning geometry lessons with learning platforms: Problem and prospects for mathematics education

AU - Tamborg, Andreas Lindenskov

PY - 2017

Y1 - 2017

N2 - This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three mathematics teachers' joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers to design lessons that correspond with their intentions. The paper concludes with a discussion of the dialectics between learning objectives and planned activities.

AB - This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three mathematics teachers' joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers to design lessons that correspond with their intentions. The paper concludes with a discussion of the dialectics between learning objectives and planned activities.

KW - geometry

KW - education

KW - school

KW - learning platforms

KW - mathematic

KW - teacher

KW - Meebook

KW - planning lessons

KW - objective-oriented teaching

M3 - Article in proceedings

SP - 2430

EP - 2437

BT - Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10)

A2 - Dooley, Thérèse

A2 - Gueudet, Ghislaine

PB - Institute of Education, Dublin City University, Ireland, and ERME

ER -

ID: 231958022