Learning TechPub Date : 2018-10-25DOI: 10.7146/lt.v4i4.110494
Thomas Rottmann, Friederike Bayer
{"title":"Physical Activity in Mathematics Education","authors":"Thomas Rottmann, Friederike Bayer","doi":"10.7146/lt.v4i4.110494","DOIUrl":"https://doi.org/10.7146/lt.v4i4.110494","url":null,"abstract":"The term “Learning through Physical Activity” is used to describe learning processes in which whole-body movement is strongly linked to the learning content. Although this way of learning is generally accepted and its positive impact on the learning process is theoretically grounded, ideas for the practical application in mathematics education in Germany are largely missing, as is any corresponding scientific research. This paper aims to close this research gap. In order to do so, movement games, which support the development of “Grundvorstellungen” of multiplication, were developed and scientifically evaluated using a pre- and post-test design during a teaching unit in a mixed-age group.","PeriodicalId":248838,"journal":{"name":"Learning Tech","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133410523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning TechPub Date : 2018-10-25DOI: 10.7146/LT.V4I4.110492
J. Poulsen, R. Peters
{"title":"Hvad er en god problemstilling egentlig?","authors":"J. Poulsen, R. Peters","doi":"10.7146/LT.V4I4.110492","DOIUrl":"https://doi.org/10.7146/LT.V4I4.110492","url":null,"abstract":"Selv om læreplanerne siden 2004 har defineret historie som et problemorienteret fag, er det sjældent, at der undervises i overensstemmelsemed dette koncept. I 2017 gennemførte HistorieLab et aktionsforskningsprojekt, som gennem eksperimenter sigtede på at klarlægge muligeudfordringer og potentialer i at tilrettelægge undervisningen i historie mere undersøgende og problemorienteret. Desuden var projektets sigteat finde egnede fremgangsmåder, der kvalificerede, at historie reelt blev et problemorienteret fag. I artiklen begrunder vi, hvorfor historieundervisningen bør tilrettelægges problemorienteret. Vi har særligt fokus på problemstillingen, der er drivkraften i problemorienteret undervisning, og som aktionerne i projektet var rettet imod. ","PeriodicalId":248838,"journal":{"name":"Learning Tech","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123118060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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