<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/53994">
      <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</dc:title>
      <dc:creator>Alizadeh-Jamal, Mohammad</dc:creator>
      <dc:creator>Shahvarani, Ahmad</dc:creator>
      <dc:creator>Iranmanesh, Ali</dc:creator>
      <dc:creator>Tehranian, Abolfazl</dc:creator>
      <dc:subject>Fuzzy analysis</dc:subject>
      <dc:subject>Geogebra</dc:subject>
      <dc:subject>Geometry</dc:subject>
      <dc:subject>Teachers’ beliefs</dc:subject>
      <dc:subject>Technological pedagogical content knowledge</dc:subject>
      <dc:subject>Análisis Fuzzy</dc:subject>
      <dc:subject>Conocimiento tecnológico pedagógico del contenido (TPACK)</dc:subject>
      <dc:subject>Creencias de los docentes</dc:subject>
      <dc:subject>Geogebra</dc:subject>
      <dc:subject>Geometría</dc:subject>
      <dc:description>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&#xd;
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.</dc:description>
      <dc:description>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&#xd;
una diferencia significativa entre los resultados antes y después del taller.</dc:description>
      <dc:date>2018-12-03T10:41:32Z</dc:date>
      <dc:date>2018-12-03T10:41:32Z</dc:date>
      <dc:date>2018-11</dc:date>
      <dc:type>info:eu-repo/semantics/article</dc:type>
      <dc:identifier>Alizadeh-Jamal, M., Shahvarani, A., Iranmanesh, A., &amp; 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.</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/53994</dc:identifier>
      <dc:identifier>10.30827/pna.v13i1.6593</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by-nc-sa/3.0/es/</dc:rights>
      <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
      <dc:rights>Atribución-NoComercial-CompartirIgual 3.0 España</dc:rights>
      <dc:publisher>Grupo de Investigación Didáctica de la Matemática: Pensamiento Numérico (FQM-193)</dc:publisher>
   </ow:Publication>
</rdf:RDF>