Publication at Faculty of Education |
2018
Abstract
The goal of the paper is to show the specifics of technology-supported mathematics lessons. The survey is conducted within the frame of the international Lexicon Project: Analysing pedagogical naming systems from different cultures to reconceptualise classroom practice and advance educational theory.
In the research study the authors work with the Czech Lexicon that was designed for description of any general lesson of mathematics. The question the authors ask is which moments in a technology-supported mathematics lesson cannot be described using terms from the Lexicon.
Detection of these moments show which aspects of a technology-supported mathematics lesson are unique and specific.