Academic Journal
Technology-enhanced IB mathematics: A framework for integrating digital pedagogies with global best practices.
| 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] |
| Copyright of Journal for the Mathematics Education & Teaching Practices is the property of Journal for the Mathematics Education & Teaching Practices and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: edb DbLabel: Complementary Index An: 191563969 RelevancyScore: 1041 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1040.81262207031 |
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| Items | – Name: Title Label: Title Group: Ti Data: Technology-enhanced IB mathematics: A framework for integrating digital pedagogies with global best practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yorulmaz%2C+Harun%22">Yorulmaz, Harun</searchLink> – Name: TitleSource Label: Source Group: Src Data: Journal for the Mathematics Education & Teaching Practices; Winter2025, Vol. 6 Issue 2, p161-176, 16p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Journal for the Mathematics Education & Teaching Practices is the property of Journal for the Mathematics Education & Teaching Practices and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.17996128 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 161 Subjects: – SubjectFull: Mathematical models Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Problem-based learning Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Mathematics education Type: general Titles: – TitleFull: Technology-enhanced IB mathematics: A framework for integrating digital pedagogies with global best practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yorulmaz, Harun IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Winter2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 27178587 Numbering: – Type: volume Value: 6 – Type: issue Value: 2 Titles: – TitleFull: Journal for the Mathematics Education & Teaching Practices Type: main |
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