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Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

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Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2020)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1384))

Abstract

The acronym STEM has been gaining prominence in discussions around the future of Education. With the growing importance of mathematics and technology in the STEM context, it is important that initial teacher education can respond to this challenge. Participation in STEM teaching experiences, which make an appropriate integration of technology, promote the development of professional teaching knowledge related to the TPACK dimensions and motivate pre - service teachers to adopt these teaching practices. We seek to contribute to this discussion with an intervention proposal, implemented during the practice component of pre-service teacher training, which combined Mathematical Modelling as a learning environment with the use of Virtual Manipulatives. A set of tasks supported by the TPACK conceptual model were designed to assist a group of 1st year elementary school to overcome difficulties detected in their learning related to elementary arithmetic operations. Through a qualitative research of interpretative nature and action research design, the analysis of the pre-service teacher performance identified the teaching practice characteristics that contributed to the creation of favourable conditions for self-regulation and co-regulation of students’ mathematical learning.

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Notes

  1. 1.

    https://www.geogebra.org/m/scwjXjee; https://www.geogebra.org/m/g2k4PYT9.

  2. 2.

    https://nlvm.usu.edu/.

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Acknowledgment

This work is funded by FCT/MCTES through national funds and when applicable co-funded EU funds under the project UIDB/50008/2020 and also financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2020.

Author information

Authors and Affiliations

  1. Universidade Trás-os-Montes e Alto Douro (UTAD), Vila Real, Portugal

    Ricardo Silva & Cecília Costa

  2. CIDTFF - Centro de Investigação Didática e Tecnologia na Formação de Formadores, Vila Real, Portugal

    Ricardo Silva & Cecília Costa

  3. Instituto Politécnico de Coimbra, ESEC, NIEFI , Coimbra, Portugal

    Ricardo Silva & Fernando Martins

  4. Instituto de Telecomunicações, Covilhã, Portugal

    Fernando Martins

Authors
  1. Ricardo Silva
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  2. Cecília Costa
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  3. Fernando Martins
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Corresponding author

Correspondence to Ricardo Silva .

Editor information

Editors and Affiliations

  1. University of Trás-os-Montes e Alto Douro, Vila Real, Portugal

    Arsénio Reis

  2. University of Trás-os-Montes e Alto Douro, Vila Real, Portugal

    João Barroso

  3. University of Trás-os-Montes e Alto Douro, Vila Real, Portugal

    J. Bernardino Lopes

  4. University of Ioannina, Ioannina, Greece

    Tassos Mikropoulos

  5. National Hua-Lien University of Education, Hualien City, Taiwan

    Chih-Wen Fan

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Silva, R., Costa, C., Martins, F. (2021). Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics. In: Reis, A., Barroso, J., Lopes, J.B., Mikropoulos, T., Fan, CW. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2020. Communications in Computer and Information Science, vol 1384. Springer, Cham. https://doi.org/10.1007/978-3-030-73988-1_6

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  • DOI: https://doi.org/10.1007/978-3-030-73988-1_6

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