Papers by Eirini Geraniou
Education sciences, Apr 14, 2024
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
There is a substantial research base demonstrating the benefits and need for employing technology... more There is a substantial research base demonstrating the benefits and need for employing technology in mathematics education. However, teachers' competencies in using digital technology in their teaching have not been widely investigated. We therefore carried out a small-scale research study to investigate how to develop and assess mathematics teachers' competencies in teaching with technology, specifically their Mathematical Digital Competency (MDC). We designed a prototype survey for assessing teachers' MDC using a vignette approach. In this paper, we discuss our vignette design considerations for the survey items in our efforts to capture mathematics teachers' MDC and present some of our initial findings from trialling it with 114 pre-service teachers.
Springer international handbooks of education, Dec 31, 2022
ICME-13 Monographs, 2017
When we look at e-books designed for mathematics education, we can distinguish two streams. On th... more When we look at e-books designed for mathematics education, we can distinguish two streams. On the one hand, we see publishers of traditional mathematics textbooks have digital versions of their products, mostly static pdf documents that can be downloaded and used on different devices. In anticipation of new interactive possibilities, limited interactivity is sometimes built in. On the other hand, we see innovative groups of designers that have started to develop highly interactive tools and micro-worlds for mathematics education. Initially, many of these tools were implemented as standalone applications. These tools have been increasingly integrated with written tasks, producing interactive worksheets, dynamic web pages, and e-books for math. In some European countries, the M C Squared project has aimed at starting several so-called Communities of Interest (CoI) that work on digital, interactive, and creative mathematics textbooks called c-books. The c-books are authored in the M C Squared platform, where authors can construct books using various interactive "widgets." The workshop aimed to introduce the project and acquaint participants with the affordances and authoring process of the M C Squared platform.
What makes a good learning activity for school kids: examples from the MiGen project. TNRR Reposi... more What makes a good learning activity for school kids: examples from the MiGen project. TNRR Repository. ...
Review Stage at time of this submission-Formal screening of search results against eligibility cr... more Review Stage at time of this submission-Formal screening of search results against eligibility criteria. Supplementary Materials.
Lecture Notes in Computer Science, 2017
Student agency has long been viewed as a critical element in gamebased learning. Agency refers to... more Student agency has long been viewed as a critical element in gamebased learning. Agency refers to the degree of freedom and control that a student has to perform meaningful actions in a learning environment. While long postulated to be central to student self-regulation, there is limited evidence on the design of game-based learning environments that promote student agency and its effect on learning. This paper reports on an experiment to investigate the impact of student agency on learning and problem-solving behavior in a game-based learning environment for microbiology. Students interacted with one of three versions of the system. In the High Agency condition, students could freely navigate the game's 3D open-world environment and perform problem-solving actions in any order they chose. In the Low Agency condition, students were required to traverse the environment and solve the mystery in a prescribed partially ordered sequence. In the No Agency condition, students watched a video of an expert playing the game by following an "ideal path" for solving the problem scenario. Results indicate that students in the Low Agency condition achieved greater learning gains than students in both the High Agency and No Agency conditions, but exhibited more unproductive behaviors, suggesting that artfully striking a balance between high and low agency best supports learning.
Mathematics education in the digital era, 2022
Mathematics education in the digital era, 2022
HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022
This paper reports an investigation of mathematics teacher educators' views and perceptions on co... more This paper reports an investigation of mathematics teacher educators' views and perceptions on computational thinking (CT) and its impact on mathematical learning. We conducted semistructured interviews with experienced mathematics teacher educators, all of whom have extensive experience with the use of digital technologies for mathematical teaching and learning and report on data from two of them. Our aim is to offer insights into how CT is perceived and understood by them, to support them in self-assessing their possession of CT practices, and how to support mathematics teachers and students in gaining CT. We offer ideas regarding the promotion of CT and its integration in mathematics teaching and learning.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022
HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022
Recently the construct of mathematical digital competency (MDC) was put forward in which mathemat... more Recently the construct of mathematical digital competency (MDC) was put forward in which mathematical competency and digital competency are seen as a connected whole. This entails that student understanding of mathematical concepts may be almost inseparable from digital tools. We report on a quantitative study with n=238 preservice teachers (PSTs) from Germany that investigates PSTs' beliefs about such a "connected position" of MDC. Results show that a large group of PSTs believe in the potential of digital technology but at the same time opposes the notion of MDC and rather believe that mathematical and digital competency should be separated. Furthermore, PSTs' beliefs about MDC are largely independent from epistemological beliefs. We hypothesize, that beliefs about MDC may be an overlooked variable which may influence how teacher think about and use digital technology in the mathematics classroom.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022
HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific re... more HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
Digital Experiences in Mathematics Education
HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022
This paper presents a graduate student's reflections on the design of learning opportunities usin... more This paper presents a graduate student's reflections on the design of learning opportunities using the Desmos tool for carrying out mathematical activities and the online Zoom platform for facilitating mathematical learning. Using the theory of instrumental orchestration as our interpretative framework, we discuss the different types of orchestrations when a digital tool is used to support mathematical learning not in the familiar face-to-face classroom-based environment, but online instead. The contribution of this paper lies in the discussion of the design considerations and orchestrations to overcome the challenges of online learning and at the same time to capitalise on the opportunities it offers for mathematical learning.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022
In this paper, we report on four university lecturers' first-time experiences with computer-aided... more In this paper, we report on four university lecturers' first-time experiences with computer-aided assessments. They were required to automate a significant proportion of the pre-existing weekly coursework for modules in first-or second-year undergraduate mathematics using STACK. We consider lecturers' perspectives on the role of computer-aided assessments in course design for undergraduate mathematics; the knowledge of technical aspects required to implement STACKbased assessments; and the perceived merits of automated assessment for different aspects of mathematical study. We conclude with a series of reflections upon our departmental practice and the process of enculturating mathematicians into the realm of automated assessment.
In this paper we juxtapose and give examples of mathematical aspects of how programming is includ... more In this paper we juxtapose and give examples of mathematical aspects of how programming is included in teaching in three different countries; Denmark, Sweden and England. We look at cases of both curriculum standards and resources in order to describe the nature of the relations between programming and mathematics. The methodology consists of a case-based analysis, and can be seen as a first step in developing an understanding of the nature of the relations between programming and mathematics as it is enacted in different educational systems. We discriminate between specific, explicit, implicit and weak relations and use these terms to describe the differences between the cases
Shaping Higher Education with Students
This article is the result of conversations between the various authors about how to raise awaren... more This article is the result of conversations between the various authors about how to raise awareness among undergraduates about what research entails, and what support could be put in place to facilitate the development of those skills needed by researchers in mathematics and maths-related fields. We carry out a brief review of non-subject-specific research about transitioning to postgraduate education. We then suggest some strategies for engaging undergraduates, postgraduates and academics in a partnership intended to develop their subject-based research and enquiry skills, grounding their understanding about what research is and what researchers do from early on in their studies.
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Papers by Eirini Geraniou