미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

Educational Administration: Theory, Research, and Practice

The purpose of the study is to build a model that predicts the level of technology acceptance by pre-service teachers at a teacher training institute in Singapore. It examines relationships among variables associated with factors that influence technology acceptance. Data was collected from 475 participants using a survey questionnaire. Employing structural equation modelling, a hypothesized model was tested for model fit in the study. The resulting model is found to have a good fit. Perceived usefulness, attitude towards computer use, and computer self-efficacy have direct effect on pre-service teachers' technology acceptance, whereas perceived ease of use, technological complexity, and facilitating conditions affect technology acceptance indirectly. These six variables account for approximately 27.1% of the variance of behavioural intention. Perceived usefulness appeared to the strongest determinant of behavioural intention.

Modelling technology acceptance in education: A study of pre-service teachers

Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was validated using factor analyses and the preservice teachers' TPACK perceptions before and after their ICT course were examined. The results reveal statistical significant gains with good effect sizes. Regression analysis further reveals that technological knowledge, pedagogical knowledge and content knowledge are all significant predictors of preservice teachers' TPACK, with pedagogical knowledge having the largest impact. Implications for designing the ICT instruction of preservice teachers are discussed.

Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK)

Among the key players in any effective integration of technology in teaching and learning is the teacher. Despite the research that has been conducted to examine the factors that explain teachers' intention to use technology, few have developed a model to statistically explain the interactions among these factors and how they influence teachers' intention to use technology. Five variables (perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitude towards use) and behavioural intention to use technology were used to build a research model in this study and structural equation modelling was used for parameter estimation and model testing. Self-reported data were gathered from 592 teachers from schools in Singapore. Results revealed a good model fit and of the nine hypotheses formulated in this study, eight were supported. Subjective norm was not found to be a significant influence on teachers' intention to use technology while the other four variables were.

Factors influencing teachers' intention to use technology: Model development and test

The development of modern technologies and their extension to every domain of our daily life nowadays is an indisputable fact. The widespread use of computers renders training in these technologies necessary. Consequently, computers were soon introduced into the Greek educational system. Factors related to the nature of the teacher's personality, such as computer self-efficacy, self-concept, attitudes, motivation and needs are considered crucial to the integration and development of modern technologies in education. This study examines the relationship between individual characteristics of secondary school teachers and computer self-efficacy as well as teacher prospects with regard to modern technologies.

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Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice

This study examines the effect of using an online 3D virtual environment in teaching Mathematics in Primary Education In particular, it explores the extent to which student engagement - behavioral, affective and cognitive - is fostered by such tools in order to enhance collaborative learning For the study we used a purpose-created 3D virtual environment and a macro-script incorporating learning tasks related to basic fractions The study itself took place during four teaching sessions in a primary school classroom The data collected and analyzed included chat logs, classroom observation notes and the results of pre- and post-tests The findings indicate that the 3D virtual environment actively engages the students' interest and leads to richer interaction between them This in turn results in a higher level of student engagement in the collaborative learning process We believe that 3D virtual environments provide novel learning opportunities However careful design is necessary in order to use their full potential

Utilising a collaborative macro-script to enhance student engagement: A mixed method study in a 3D virtual environment

Over the last years there has been a growing use of 3D virtual environments for educational purposes. Many studies advocate the integration of these environments in the daily teaching practice of various subjects. This requires innovative design in order create the appropriate affective/ pedagogical conditions as well as the development and use of well-structured activities in order to achieve effective collaborative learning. This paper presents an exploratory study in which collaborative learning strategies and cognitive apprenticeship models act as the pedagogical framework to facilitate learning and collaboration. The context is the teaching of mathematics in primary education via a 3D virtual environment. Specifically, we focus on evaluating students' engagement (behavioral, affective and cognitive) in the collaborative learning process as they learn fractional concepts in a meaningful way. The findings show that a 3D virtual environment can support collaborative learning in primary school through its ability to enhance students' engagement (behavioral, affective and cognitive) in the collaborative learning process.

Enhancing primary school children collaborative learning experiences in maths via a 3D virtual environment

Research spanning two decades shows that there is a continuing development of 3D virtual worlds and investment in such environments for educational purposes. Research stresses the need for these environments to be well-designed and for suitable pedagogies to be implemented in the teaching practice in order for these worlds to be fully effective. To this end, we propose a pedagogical framework based on the cognitive apprenticeship for deriving principles and guidelines to inform the design, development and use of a 3D virtual environment. This study examines how the use of a 3D virtual world facilitates the teaching of mathematics in primary education by combining design principles and guidelines based on the Cognitive Apprenticeship Theory and the teaching methods that this theory introduces. We focus specifically on 5th and 6th grade students’ engagement (behavioral, affective and cognitive) while learning fractional concepts over a period of two class sessions. Quantitative and qualitative analyses indi...

The cognitive apprenticeship theory for the teaching of mathematics in an online 3D virtual environment

The profile of the 21st-century teacher should reflect the philosophy of lifelong and adaptive learners who never stop enriching their knowledge, upgrading their skills and re-calibrating their career paths. To achieve such goals, many academic institutions implement teacher professional development TPD programs to support the professional development of the educational community. The goal of our research is to design an online TPD program which allocates roles and activities to learners and manages their progression through both in order to maximise the learning benefits. To this end, a PBLJii script orchestrated in line with the principles of a PBL model and the Jigsaw II collaborative strategy in a CSCL environment Moodle was designed and implemented to bolster collaboration and communication skills among teachers. Case study research examination of one group was conducted in a number of primary schools in Greece. There was both a quantitative and a qualitative analysis of the chat and forum messages exchanged by the inservice teachers and the results revealed significant development of their collaboration and communication skills as a result of their participation in collaborative tasks.

Hara Bouta

Papers

Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice

Utilising a collaborative macro-script to enhance student engagement: A mixed method study in a 3D virtual environment

Enhancing primary school children collaborative learning experiences in maths via a 3D virtual environment

The cognitive apprenticeship theory for the teaching of mathematics in an online 3D virtual environment

Strengthening collaboration and communication skills in an online TPD program for 21st-century educators