This paper focuses on MOOC (Massive Open Online Courses) as a new paradigm in e-learning educational projects: it presents MOOCs for lower and upper secondary school mathematics teachers. On the one hand, a MOOC, with rich materials in innovative didactic methodologies and specific technological tools, can be understood as a repository from which teachers can draw inspiration. On the other hand - by allowing teachers from different geographic locations an opportunity for communication – a MOOC is also the place where these teachers - in a community of peers, supported by a vigilant but non-intrusive presence of trainers – have the rare opportunity to reflect together to organise strategies, processes and materials that are linked not only to age, type of school and social/individual situation, but also to the content of the discipline that has specific cognitive obstacles. The aim of this contribution is, therefore, to present our teacher education experiences through MOOCs, with a focus on the methodologies of mathematics teaching that were shared and debated with the teachers who attended the course, using as theoretical lens a new elaborated framework to analyse these new online training environments.
MOOC: repository di strategie e metodologie didattiche in Matematica
Taranto E.;
2017-01-01
Abstract
This paper focuses on MOOC (Massive Open Online Courses) as a new paradigm in e-learning educational projects: it presents MOOCs for lower and upper secondary school mathematics teachers. On the one hand, a MOOC, with rich materials in innovative didactic methodologies and specific technological tools, can be understood as a repository from which teachers can draw inspiration. On the other hand - by allowing teachers from different geographic locations an opportunity for communication – a MOOC is also the place where these teachers - in a community of peers, supported by a vigilant but non-intrusive presence of trainers – have the rare opportunity to reflect together to organise strategies, processes and materials that are linked not only to age, type of school and social/individual situation, but also to the content of the discipline that has specific cognitive obstacles. The aim of this contribution is, therefore, to present our teacher education experiences through MOOCs, with a focus on the methodologies of mathematics teaching that were shared and debated with the teachers who attended the course, using as theoretical lens a new elaborated framework to analyse these new online training environments.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
