Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers

Resource type
Journal Article
Authors/contributors
Title
Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers
Abstract
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Publication
International Journal of Research in Education and Science
Volume
1
Issue
2
Pages
101-110
Date
2015
Language
English
Loc. in Archive
1826538267; EJ1105197
Extra
Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851
Citation
Akayuure, P., & Apawu, J. (2015). Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers. International Journal of Research in Education and Science, 1(2), 101–110. https://doi.org/10.21890/ijres.69649