Search results for author:"Dragana Martinovic"
Total records matched: 11 Search took: 0.087 secs
University of Windsor
Communicating mathematics online: The case of online@help (2004) pp. 1–222
This qualitative and quantitative study intended to define and explore the characteristics of asynchronous online mathematics help environments and look for some evidence that they provide conditions for learning. Data for the study were collected...
Mentoring & Tutoring: Partnership in Learning Vol. 17, No. 2 (May 2009) pp. 165–185
This article is derived from the qualitative portion of a larger study conducted on mathematics websites that provide expert volunteer help. Data consist of tutoring logs of five expert tutors from two help sites, plus interviews with these tutors....
International Journal for Technology in Mathematics Education Vol. 14, No. 1 (2007) pp. 40–49
This report is focused on the use of affective pointers (acknowledgements and hedges) detected in exchanges between learners and tutors on asynchronous mathematics online help sites. In this environment, both students and tutors use feedback in form ...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 754–761
This study analyzed the student-tutor discourse on three mathematics online help sites using a mixture of quantitative and qualitative research methods. Data were first categorized using the taxonomy of online student-tutor communication, followed...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 2 (Mar 25, 2009)
An exploratory case study was designed to obtain pre-service teachers’ expectations of and attitudes toward the learning and integrating of Information and Communication Technologies (ICT) into their teaching and learning. Given the diverse...
Teaching Mathematics and Its Applications: An International Journal of the IMA Vol. 31, No. 1 (March 2012) pp. 41–48
This theoretical study is an attempt to explore the potential of the dynamic and interactive mathematics learning environments (DIMLE) in relation to the technological pedagogical content knowledge (TPACK) framework. DIMLE are developed with intent...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 28, No. 3 (April 2012) pp. 461–469
This exploratory case study examined pre-service teachers’ expectations of and attitudes toward the learning and integrating of ICT into their teaching, and their perceptions of the availability and use of ICT in the Teacher Education Program (TEP)...
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 3390–3398
In this paper we present the case of GeoGebra from two perspectives, one which describes its features as a dynamics mathematics software and the other which describes it as a community that promotes open source, open access, and open education...
Developing Pre-Service Teachers' Capacity in Teaching Science with Technology through Microteaching Lesson Study Approach
EURASIA Journal of Mathematics, Science & Technology Education Vol. 13, No. 1 (2017) pp. 85–103
In order to effectively use technology in teaching, teacher candidates need to develop technology related pedagogical content knowledge through being engaged in a process of discussion, modeling, practice, and reflection. Based on the examination of ...
Dragana Martinovic; C.I. Ezeife; Rob Whent; Jonathan Reed; Gerald H. Burgess; Chantal M. Pomerleau; Yuqi Yang; Ritu Chaturvedi
Computers & Education Vol. 72, No. 1 (March 2014) pp. 132–144
This paper posits the use of computer games as cognitive development tools that can provide players with transferable skills suitable for learning in the 21st century. We describe a method for categorizing single-player computer games according to...