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1	Localization of Learning Objects in Mathematics Dagiene, Valentina, Zilinskiene, Inga 12 April 2012 (has links) (PDF) Mathematics learning seems to be a demanding and time-consuming task for many learners. Information and communication technology (ICT) is an attractive tool of learning for students at any level and it can provide an effective atmosphere for understanding mathematics. The question is how to combine mathematics teaching contents, approaches, curricula, and syllabus with new media. The key issue in European educational policy (and other countries as well) is exchange and sharing digital learning resources (learning objects) among countries. In order to accumulate the practice of various countries and use the best digital resources created by different countries, it is necessary to localize learning objects (LO). The paper deals with some problems connected with localization of LO, developed for mathematics education, and presents some solution. Software localization is mainly referred to as language translation (e.g., translation of user interface texts and help documents). However, there are many other important elements depending on the country and people who will use the localized software. In this paper, the main attention is paid to localization of learning objects used for teaching and learning mathematics. Mathematikunterricht Mathematik Lehren Lernobjekte Mathematiksoftware Lokalisierung mathematische Notation Informationstechnologie Mathematics education teaching mathematics learning objects localization mathematics software mathematical notation information technology ddc:510 rvk:SD 2009
2	Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour Barnes, Hayley 11 April 2012 (has links) (PDF) In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach. Mathematikunterricht Vorbereitung Lehrerausbildung Mathematik Profile Fachwissen fachdidaktische Wissen Überzeugungen Mathematik lehren und lernen Mathematics education Pre-service teacher training mathematics profiles subject matter knowledge pedagogical content knowledge beliefs teaching and learning of mathematics ddc:510 rvk:SD 2009
3	Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour Barnes, Hayley 11 April 2012 (has links) In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach. info:eu-repo/classification/ddc/510 ddc:510
4	Localization of Learning Objects in Mathematics Dagiene, Valentina, Zilinskiene, Inga 12 April 2012 (has links) Mathematics learning seems to be a demanding and time-consuming task for many learners. Information and communication technology (ICT) is an attractive tool of learning for students at any level and it can provide an effective atmosphere for understanding mathematics. The question is how to combine mathematics teaching contents, approaches, curricula, and syllabus with new media. The key issue in European educational policy (and other countries as well) is exchange and sharing digital learning resources (learning objects) among countries. In order to accumulate the practice of various countries and use the best digital resources created by different countries, it is necessary to localize learning objects (LO). The paper deals with some problems connected with localization of LO, developed for mathematics education, and presents some solution. Software localization is mainly referred to as language translation (e.g., translation of user interface texts and help documents). However, there are many other important elements depending on the country and people who will use the localized software. In this paper, the main attention is paid to localization of learning objects used for teaching and learning mathematics. info:eu-repo/classification/ddc/510 ddc:510

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