Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Technology-enhanced IB mathematics: A framework for integrating digital pedagogies with global best practices. |
| Συγγραφείς: |
Yorulmaz, Harun |
| Πηγή: |
Journal for the Mathematics Education & Teaching Practices; Winter2025, Vol. 6 Issue 2, p161-176, 16p |
| Θεματικοί όροι: |
Mathematical models, Flipped classrooms, Problem-based learning, Educational equalization, Computer assisted instruction, Educational technology, Digital learning, Mathematics education |
| Περίληψη: |
This study illustrates how education technology (GeoGebra, Desmos, AI software) redefines IB Mathematics learning in modeling and flipped learning and addresses equity concerns for poor-resource contexts. Five pedagogical models—active learning, problem-based learning (PBL), flipped class, technology-enabled learning (focus on Singapore's AI-supported CPA model), and mathematical modeling—are explored using 45-study systematic review (2000-2024) and Singapore, Kenya and Turkey case studies. Post-pandemic data (UNESCO, 2021) show that 72% of IB schools now make use of hybrid tools, yet they have deeply ingrained equity gaps our model addresses. Based on social constructivist, inquiry, and modeling theories, the following paper presents a conceptual model for how the strategies promote reasoning, depth of concept, and interdisciplinarity. Sample lesson plans and classroom activities are presented to illustrate aligned applied IB pedagogy. Issues of equity, curriculum flexibility, and implementation concerns are important topics covered. GeoGebra/Desmos sample lesson plans demonstrate how technology enhances IB's Assessment Objectives (AO3/AO4). This study contributes to the international debate in mathematics education by bridging theory and practice and investigating how globally-informed pedagogies can digitally enhance student learning in IB mathematics environments. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: |
Complementary Index |