Abstract
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany. |
| Editors | Sabastian Rezat, Lianghuo Fan, Mathias Hattermann, Jan Schumacher, Holger Wuschke |
| Place of Publication | Paderborn |
| Publisher | Universitätsbibliothek Paderborn |
| Pages | 111-116 |
| Number of pages | 6 |
| ISBN (Electronic) | 978-3-945437-06-3 |
| DOIs | |
| Publication status | Published - 2019 |
| Event | 3rd International Conference on Mathematics Textbook Research and Developmen - Paderborn, Germany Duration: 16 Sep 2019 → 19 Sep 2019 |
Conference
| Conference | 3rd International Conference on Mathematics Textbook Research and Developmen |
|---|---|
| Country | Germany |
| City | Paderborn |
| Period | 16/09/19 → 19/09/19 |
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From platform access to teacher design work: constraints and affordances of platforms : the Dutch case of Wikiwijs. / Pepin, Birgit; Kock, Zeger-jan.
Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany.. ed. / Sabastian Rezat; Lianghuo Fan; Mathias Hattermann; Jan Schumacher; Holger Wuschke. Paderborn : Universitätsbibliothek Paderborn, 2019. p. 111-116.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review
TY - GEN
T1 - From platform access to teacher design work: constraints and affordances of platforms
T2 - the Dutch case of Wikiwijs
AU - Pepin, Birgit
AU - Kock, Zeger-jan
PY - 2019
Y1 - 2019
N2 - In this paper we analyse a Dutch digital platform regarding its affordances (and constraints) for teachers’ documentation work in terms of “connectivity” at macro (external connections) and micro (internal connections) level. Results showed that at macro level the platform supported the import, modification and use of open shareable resource, as well as teacher collaborative activities with/on educational resources. Moreover, it allowed to some extent for assessment and differentiation to be linked to the designed resources, but not for teacher-teacher, or teacher-student communication. At micro level the functionality allowed connections to be made “internally”, for example between a topic and previous or further knowledge; albeit this functionality was seldom used and no interactive features could be found.
AB - In this paper we analyse a Dutch digital platform regarding its affordances (and constraints) for teachers’ documentation work in terms of “connectivity” at macro (external connections) and micro (internal connections) level. Results showed that at macro level the platform supported the import, modification and use of open shareable resource, as well as teacher collaborative activities with/on educational resources. Moreover, it allowed to some extent for assessment and differentiation to be linked to the designed resources, but not for teacher-teacher, or teacher-student communication. At micro level the functionality allowed connections to be made “internally”, for example between a topic and previous or further knowledge; albeit this functionality was seldom used and no interactive features could be found.
U2 - 10.17619/UNIPB/1-768
DO - 10.17619/UNIPB/1-768
M3 - Conference contribution
SP - 111
EP - 116
BT - Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany.
A2 - Rezat, Sabastian
A2 - Fan, Lianghuo
A2 - Hattermann, Mathias
A2 - Schumacher, Jan
A2 - Wuschke, Holger
PB - Universitätsbibliothek Paderborn
CY - Paderborn
ER -