Recent advances in educational technology have led to an increasing interest in research exploring how the process of designing educational resources impacts the learning of the designers, especially when the latter are students, the primary beneficiaries to whom the learning design is addressed [1], [2], [3], [4]. The designing, creation, and use of digital educational content, such as e-books, by integrating classic resources with augmented experiences is increasingly significant for enhancing both mathematics teaching and learning [5], [6]. According to Mayer [7], “learning is a process of knowledge construction” and “multimedia instruction leads to better learning outcomes than just using words alone by assisting the sense-making process through the activation of verbal and visual cognitive processes." At the university level, project-based learning, and digital resources’ design for meaningful learning [8], [9], are mainly used for teacher professional development and less in university teaching and learning. We just investigate in a university pure mathematics context the knowledge outcomes coming from learners’ generated resources in topology for their own class or for a preceding class through the lens of the TPACK framework [10], which integrates technological, pedagogical, and content knowledge. Also, being engaged in a resource design activity makes students appear to have early teaching knowledge, and Klein discontinuity begins to shape [11]. We focus on the following research question: How does the students’ designing and use of digital resources in a learning activity to be addressed to peers or quasi-peers impact the construction of their content, pedagogical, and technological knowledge?
Promoting undergraduate mathematics students’ TPACK knowledge through digital resource productions
Annamaria Miranda
;Loredana Saliceto
2024-01-01
Abstract
Recent advances in educational technology have led to an increasing interest in research exploring how the process of designing educational resources impacts the learning of the designers, especially when the latter are students, the primary beneficiaries to whom the learning design is addressed [1], [2], [3], [4]. The designing, creation, and use of digital educational content, such as e-books, by integrating classic resources with augmented experiences is increasingly significant for enhancing both mathematics teaching and learning [5], [6]. According to Mayer [7], “learning is a process of knowledge construction” and “multimedia instruction leads to better learning outcomes than just using words alone by assisting the sense-making process through the activation of verbal and visual cognitive processes." At the university level, project-based learning, and digital resources’ design for meaningful learning [8], [9], are mainly used for teacher professional development and less in university teaching and learning. We just investigate in a university pure mathematics context the knowledge outcomes coming from learners’ generated resources in topology for their own class or for a preceding class through the lens of the TPACK framework [10], which integrates technological, pedagogical, and content knowledge. Also, being engaged in a resource design activity makes students appear to have early teaching knowledge, and Klein discontinuity begins to shape [11]. We focus on the following research question: How does the students’ designing and use of digital resources in a learning activity to be addressed to peers or quasi-peers impact the construction of their content, pedagogical, and technological knowledge?I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
