Nouvelle publication: What role for developmental theories in mathematics study programmes in French-speaking Belgium? An analysis of the geometry curriculum’s aspects, framed by Van Hiele's model (N. Duroisin et M. Demeuse)

Duroisin, N., Demeuse, M. (2015). What role for developmental theories in mathematics study programmes in French-speaking Belgium? An analysis of the geometry curriculum’s aspects, framed by Van Hiele's model. Cogent Education, 2: 1049846, http://dx.doi.org/10.1080/2331186X.2015.1049846

Abstract:
One possible way of evaluating set curricula is to examine the consistency of study programmes with students’ psycho-cognitive development. Three theories were used to evaluate matching between developmental theories and content proposed in the mathematics programmes (geometry section) for primary and the beginning of secondary education. These were considered in the light of more recent work. Qualitative analysis was performed on the basis of the geometrical thinking model proposed by Van Hiele and this paper focuses on this model. The results obtained can be used to identify gaps where the programmes fail to take adequate account of child development. These results highlight the lack of precision in the wording of programme items, which makes them hard to analyse on the basis of scientific knowledge. The classifications performed revealed instances of lack of coherence that raise doubts about the supposedly progressive nature of the set content.

Téléchargeable en open access: http://dx.doi.org/10.1080/2331186X.2015.1049846

Nouvelle publication : Restrict or Share the Use of the Interactive Whiteboard?

Duroisin, N., Temperman, G. & De Lièvre, B. (2015). Restrict or Share the Use of the Interactive Whiteboard? The Consequences on the Perception, the Learning Processes and the Performance of Students within a Learning Sequence on Dynamic Geometry. TOJET, 14(2), 144-154.

Abstract

The aim of this study is to analyse the impact of the shared use of the interactive whiteboard (IWB) on the perceptions, learning processes and performance of learners. It was carried out with lower secondary school students within the context of a class on dynamic geometry. The work is based on a set of indicators and the results were obtained from quantitative data, which was collected through a written questionnaire, and from qualitative data, which was collected through encoded video recordings. These results show that sharing the use of the interactive whiteboard has an impact on the perceptions of learners in terms of the usability and usefulness of the tool, that it encourages interactions between the students and that it seems to have a positive effect on the efficiency of the learning sequence itself.

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