Development and evaluation of Open Educational Resources to improve teacher's knowledge on spatial abilities
Research output: Contributions to collected editions/works › Published abstract in conference proceedings › Research › peer-review
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Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education: Haifa, Israel July 16 – 21, 2023; Volume 1. ed. / Michal Ayalon; Boris Koichu; Roza Leikin; Laurie Rubel; Michal Tabach. Vol. 1 Haifa: University of Haifa, 2023. p. 402 (Proceedings of the ... International Conference for the Psychology of Mathematical Education; Vol. 46, No. 1).
Research output: Contributions to collected editions/works › Published abstract in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Development and evaluation of Open Educational Resources to improve teacher's knowledge on spatial abilities
AU - Ruwisch, Silke
AU - Heil, Cathleen
PY - 2023
Y1 - 2023
N2 - Open Education Resources (OER) as digitized learning environments are arranged for non-commercial purposes such as reuse and adoption. OER initiatives in teacher education emphasize positive impacts through innovation resulting from free exchange of expertise and successful course concepts (Ramoutar, 2021). A course concept that increases motivation and growth is the Inverted Classroom Model (ICM). ICM disrupts conventional course structures by engaging students to delve into the subject in individual learning phases prior to the classroom. In shared learning phases students then apply and discuss what they have learned (Altemueller et al. 2017). Spatial abilities are important in mathematics learning. Research projects focus on the modelling and improvement of spatial abilities, children’s strategies to solve spatial tasks, or questions of diversity in classroom (Heil, 2021). This research project aims to implement these foci in OER learning environments, to integrate them in an ICM course, and to investigate students’ subjective experiences in this course.The samples comprised two Bachelor courses that tested the ICM format in 2022/2023. The students completed a questionnaire concerning their overall motivation to participate, their subjective experiences in the individual learning phase, and their subjective experiences in the shared learning phase. They also replied to open questions concerning possible implications of the ICM format on their learning process. First results show that the students experienced the course as a challenging, yet self-directed, motivational, and collaborative format of learning about spatial abilities. Further research, however, is required to investigate individual learning trajectories and interactive processes in greater detail. The poster presents the overall ICM with the thematic foci that where identified, illustrates learning environments and their OER implementation, and addresses open questions.
AB - Open Education Resources (OER) as digitized learning environments are arranged for non-commercial purposes such as reuse and adoption. OER initiatives in teacher education emphasize positive impacts through innovation resulting from free exchange of expertise and successful course concepts (Ramoutar, 2021). A course concept that increases motivation and growth is the Inverted Classroom Model (ICM). ICM disrupts conventional course structures by engaging students to delve into the subject in individual learning phases prior to the classroom. In shared learning phases students then apply and discuss what they have learned (Altemueller et al. 2017). Spatial abilities are important in mathematics learning. Research projects focus on the modelling and improvement of spatial abilities, children’s strategies to solve spatial tasks, or questions of diversity in classroom (Heil, 2021). This research project aims to implement these foci in OER learning environments, to integrate them in an ICM course, and to investigate students’ subjective experiences in this course.The samples comprised two Bachelor courses that tested the ICM format in 2022/2023. The students completed a questionnaire concerning their overall motivation to participate, their subjective experiences in the individual learning phase, and their subjective experiences in the shared learning phase. They also replied to open questions concerning possible implications of the ICM format on their learning process. First results show that the students experienced the course as a challenging, yet self-directed, motivational, and collaborative format of learning about spatial abilities. Further research, however, is required to investigate individual learning trajectories and interactive processes in greater detail. The poster presents the overall ICM with the thematic foci that where identified, illustrates learning environments and their OER implementation, and addresses open questions.
KW - Mathematics
UR - http://www.scopus.com/inward/record.url?scp=85180805774&partnerID=8YFLogxK
M3 - Published abstract in conference proceedings
AN - SCOPUS:85180805774
VL - 1
T3 - Proceedings of the ... International Conference for the Psychology of Mathematical Education
SP - 402
BT - Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education
A2 - Ayalon, Michal
A2 - Koichu, Boris
A2 - Leikin, Roza
A2 - Rubel, Laurie
A2 - Tabach, Michal
PB - University of Haifa
CY - Haifa
T2 - 46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023
Y2 - 16 July 2022 through 21 July 2022
ER -