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dc.contributor.authorTsouccas, Loucas Fl
dc.contributor.authorMeletiou-Mavrotheris, Maria
dc.creatorTsouccas, Loucas Fl
dc.date.accessioned2019-05-20T09:05:13Z
dc.date.available2019-05-20T09:05:13Z
dc.date.issued2019-01-01
dc.identifierSCOPUS_ID:85065080800
dc.identifier.issn19418647
dc.identifier.urihttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85065080800&origin=inward
dc.identifier.urihttps://repo.euc.ac.cy/handle/123456789/2096
dc.description.abstractThis article reports on the main insights from a study aimed at equipping a group of in-service teachers with the knowledge, skills, and practical experience required to effectively integrate tablet devices within the mathematics curriculum. A professional development program focused on mobile mathematics learning and based on the Technological Pedagogical and Content Knowledge (TPACK) framework was designed and implemented in Cyprus. Six primary school teachers participated in the program. Participants experimented with different ways in which coding apps, and other types of constructivist mobile applications could help students internalize key mathematical concepts across the primary curriculum. They also worked together to develop and/or deliver instructional interventions integrating the use of mobile devices. Findings indicate a positive impact on in-service teachers’ perceptions regarding mobile-enhanced mathematics, and on their competence in productively utilizing mobile apps as an instructional tool. Copyright
dc.relation.ispartofInternational Journal of Mobile and Blended Learning
dc.titleEnhancing in-service primary teachers’ technological, pedagogical and content knowledge on mobile mathematics learning
elsevier.identifier.doi10.4018/IJMBL.2019070101
elsevier.identifier.eid2-s2.0-85065080800
elsevier.identifier.scopusidSCOPUS_ID:85065080800
elsevier.volume11
elsevier.issue.identifier3
elsevier.coverdate2019-01-01
elsevier.coverdisplaydate2019
elsevier.openaccess0
elsevier.openaccessflagfalse
elsevier.aggregationtypeJournal


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