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A study on the changes on teachers’ knowledge and beliefs after a workshop based on mathematics education software, by relying on fuzzy method
dc.contributor.author | Alizadeh-Jamal, Mohammad | |
dc.contributor.author | Shahvarani, Ahmad | |
dc.contributor.author | Iranmanesh, Ali | |
dc.contributor.author | Tehranian, Abolfazl | |
dc.date.accessioned | 2018-12-03T10:41:32Z | |
dc.date.available | 2018-12-03T10:41:32Z | |
dc.date.issued | 2018-11 | |
dc.identifier.citation | Alizadeh-Jamal, M., Shahvarani, A., Iranmanesh, A., & Tehranian, A. (2018). A study on the changes on teachers’ knowledge and beliefs after a workshop based on mathematics education software, by relying on Fuzzy analysis. PNA 13(1), 19-40. | es_ES |
dc.identifier.uri | http://hdl.handle.net/10481/53994 | |
dc.description.abstract | 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. | es_ES |
dc.description.abstract | 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. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Grupo de Investigación Didáctica de la Matemática: Pensamiento Numérico (FQM-193) | es_ES |
dc.rights | Atribución-NoComercial-CompartirIgual 3.0 España | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/es/ | * |
dc.subject | Fuzzy analysis | es_ES |
dc.subject | Geogebra | es_ES |
dc.subject | Geometry | es_ES |
dc.subject | Teachers’ beliefs | es_ES |
dc.subject | Technological pedagogical content knowledge | es_ES |
dc.subject | Análisis Fuzzy | es_ES |
dc.subject | Conocimiento tecnológico pedagógico del contenido (TPACK) | es_ES |
dc.subject | Creencias de los docentes | es_ES |
dc.subject | Geogebra | es_ES |
dc.subject | Geometría | es_ES |
dc.title | A study on the changes on teachers’ knowledge and beliefs after a workshop based on mathematics education software, by relying on fuzzy method | es_ES |
dc.title.alternative | 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 | es_ES |
dc.type | journal article | es_ES |
dc.rights.accessRights | open access | es_ES |
dc.identifier.doi | 10.30827/pna.v13i1.6593 |