QSpace Collection:http://hdl.handle.net/1974/2272014-04-24T11:13:45Z2014-04-24T11:13:45ZPreservice Elementary Teachersâ€™ Beliefs toward Mathematics and Mathematics TeachingBeaudette, SeanPenn, AlexandraRoulet, Geoffreyhttp://hdl.handle.net/1974/75722012-10-04T05:06:17Z2012-01-21T05:00:00ZTitle: Preservice Elementary Teachersâ€™ Beliefs toward Mathematics and Mathematics Teaching
Authors: Beaudette, Sean; Penn, Alexandra; Roulet, Geoffrey
Abstract: As they began their one-year teacher education program 138 elementary school teacher candidates completed a questionnaire designed to measure their beliefs concerning the nature of mathematics, measured on a scale from absolutist to fallibilist, and their beliefs concerning effective mathematics instruction, measured on a scale from traditional to constructivist. Interviews were conducted with volunteer questionnaire participants, with selection based on the questionnaire results and using two sets of criteria.
Study 1. involved 8 teacher candidates showing distinct absolutist or fallibilist views of mathematics and individual interviews explored participants' beliefs concerning the use of information and communication technology, particularly interactive whiteboards (IWB), in the teaching and learning of mathematics. Participants with absolutist beliefs about the nature of mathematics tended to focus on the IWB as a presentation tool, while those with fallibilist beliefs appreciated the use of the IWB to support student exploration.
Study 2. involved 8 teacher candidates with apparently misaligning absolutist beliefs concerning the nature of mathematics and constructivist beliefs concerning teaching. Interviews exploring participants' favoured instructional approaches, particularly those involving the use of manipulatives, showed that constructivist views involved essentially surface beliefs and that in fact manipulatives would be employed to support traditional direct instruction.2012-01-21T05:00:00ZBlended mathematical collaboration using a wiki, GeoGebra and JingLazarus, JillRoulet, Geoffreyhttp://hdl.handle.net/1974/73802012-08-23T05:02:33Z2012-01-21T05:00:00ZTitle: Blended mathematical collaboration using a wiki, GeoGebra and Jing
Authors: Lazarus, Jill; Roulet, Geoffrey
Abstract: A wiki, GeoGebra, and a screencasting service were combined to support the online mathematical collaboration of a Grade 10 class. This poster describes the tools employed and the steps taken to develop the skills and attitudes required for this blended learning experience.2012-01-21T05:00:00ZMath-Towers: Online Interactive Collaborative Mathematics Explorations & Problem-Solving for Students Ages 11 to 15 years (Grades 6 to 10)Roulet, Geoffreyhttp://hdl.handle.net/1974/73782012-08-23T05:02:14Z2012-08-22T04:00:00ZTitle: Math-Towers: Online Interactive Collaborative Mathematics Explorations & Problem-Solving for Students Ages 11 to 15 years (Grades 6 to 10)
Authors: Roulet, Geoffrey
Abstract: Math-Towers (www.math-towers.ca) is an online resource for students in grades 6 to 10 that supports collaborative problem-solving and investigations. This paper presents the philosophical position motivating the development of Math-Towers and describes how the site presents and motivates the mathematical challenges and supports participants' exploration and collaboration.2012-08-22T04:00:00ZMath-Towers: Promoting and supporting online collaborative mathematical explorationRoulet, Geoffreyhttp://hdl.handle.net/1974/73772012-08-22T17:02:12Z2010-05-11T04:00:00ZTitle: Math-Towers: Promoting and supporting online collaborative mathematical exploration
Authors: Roulet, Geoffrey
Abstract: Math-Towers (www.math-towers.ca) is a collaborative mathematics environment for pupils in grades 7 to 9. Using a fantasy adventure game context students are presented with a mathematical challenge, given online tools for working on the problem,and provided with a messaging system by which they may exchange ideas and partial solutions. This paper presents the philosophy behind the design of Math-Towers and work with students that indicates the extent to which we have been successful in meeting our aims. The technical and social problems encountered and revisions made to address these are also described.2010-05-11T04:00:00Z