Adapting teacher guidance for different grades in technology-enhanced science and mathematics problem solving (AdaptGuide)
Main funder
Funder's project number: 318010
Funds granted by main funder (€)
- 479 599,00
Funding program
Project timetable
Project start date: 01/09/2018
Project end date: 31/08/2022
Summary
The project focuses on guidance given by pre-service teachers and an technological environment when primary school students are solving STEM (science, technology, engineering and mathematics) problems based on the manipulation of dynamic representations. The aim is to understand the needs for guidance of different-aged students during the process of problem solving and how pre-service teachers adapt their guidance to the needs of the students. Data will be collected from integrated mathematics and science pedagogy intervention courses for pre-service teachers. The pre-service teachers will implement lessons where they guide students from grades 2, 4 and 6 in solving problems involving use of dynamic representations. The data, consisting mostly of video-recordings, is analyzed by investigating how teacher guidance is related to students’ age, problem solving phase and to the guidance given by the software. The project will produce novel research-results about adapting guidance for different aged students. This contributes to the shaping future learning environments to take into account the appropriate amount and quality of support that maintains productive learning process in the same environment for different-aged students.
Principal Investigator
Other persons related to this project (JYU)
Primary responsible unit
Follow-up groups
- Matematiikka ja luonnontieteet (Department of Teacher Education OKL) (Teacher Training School NORSSI)
- Multidisciplinary research on learning and teaching (University of Jyväskylä JYU) MultiLeTe
- Teacher education research (teaching, learning, teacher, learning paths, education) (University of Jyväskylä JYU) JYU.Edu; Formerly JYU.Ope
Related publications and other outputs
- The interplay between the guidance from the digital learning environment and the teacher in supporting folding back (2023) Hähkiöniemi, Markus; et al.; A1; OA
- Adaptive number knowledge among primary school students of various ages (2022) Pehkonen, Salla; et al.; A1
- Comparing Guidance via Implicit and Explicit Model Progressions in a Collaborative Inquiry-Based Learning Environment with Different-Aged Learners (2022) Lehtinen, Antti; et al.; A1; OA
- Differences in teacher telling according to students' age (2022) Hähkiöniemi, Markus; et al.; A4; OA; 978-84-1302-176-8
- Guiding Student Thinking Through Teacher Questioning When Learning with Dynamic Representations (2021) Lehtinen, Antti; et al.; A3; OA; 978-981-16-1361-6
- Teacher Guidance in Mathematical Problem-Solving Lessons : Insights from Two Professional Development Programs (2019) Hähkiöniemi, Markus; et al.; A3; OA; 978-3-030-29215-7
