A study on the changes on teachers’ knowledge and beliefs after a workshop based on mathematics education software, by relying on fuzzy method

Mohammad Alizadeh-Jamal; Ahmad Shahvarani; Ali Iranmanesh; Abolfazl Tehranian

doi:10.30827/pna.v13i1.6593

Autores/as

Mohammad Alizadeh-Jamal Department of Mathematics, Science and Research Branch Islamic Azad University, Tehran
Ahmad Shahvarani Department of Mathematics, Science and Research Branch Islamic Azad University, Tehran
Ali Iranmanesh Department of Mathematics, Science and Research Branch Islamic Azad University, Tehran
Abolfazl Tehranian Department of Mathematics, Science and Research Branch Islamic Azad University, Tehran

DOI:

https://doi.org/10.30827/pna.v13i1.6593

Palabras clave:

Análisis Fuzzy, Conocimiento tecnológico pedagógico del contenido (TPACK), Creencias de los docentes, Geogebra, Geometría

Resumen

In this paper, the effect of holding a math training workshop using GeoGebra software has been studied on the changes on teachers' knowledge and beliefs . The selected sample is 40 male and female teachers in Iran. Before and after the intervention were administered a pre and post questionnaire with two components: TPACK knowledge and teachers’ beliefs. Fuzzy logic and Fuzzy TOPSIS methods were used to analyze the data. The results of this method showed a significant difference between the results before and after the workshop.

Un estudio de los cambios en el conocimiento y creencias de docentes, después de un taller con software educativo matemático, analizado mediante el método Fuzzy

El estudio contempla el efecto de un taller de matemáticas con GeoGebra sobre los cambios en el conocimiento y las creencias de los docentes. La muestra seleccionada considera 40 docentes en Irán. Se administró un cuestionario, antes y después de la intervención, enfocado en dos componentes: el TPACK y las creencias. Los datos se analizaron aplicando herramientas del método Fuzzy mediante el cual se evidencia una diferencia significativa entre los resultados antes y después del taller.

Doi: 10.30827/pna.v13i1.6593

Handle: http://hdl.handle.net/10481/53994

Scopus record and citations

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Biografía del autor/a

Ali Iranmanesh, Department of Mathematics, Science and Research Branch Islamic Azad University, Tehran

Código ORCID

Citas

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