Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

Authors

  • Peter Akayuure Department of Mathematics Education University of Education, Winneba Box 25, Winneba – Ghana
  • Jones Apawu Department of Mathematics Education University of Education, Winneba, (Ghana) Box 25, Winneba – Ghana Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers +233245309437

Keywords:

Web contents, Web modules, Mathematical task, Pedagogical usability

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. A class 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.

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Published

2015-07-01

Issue

Section

Articles

How to Cite

Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers. (2015). International Journal of Research in Education and Science, 1(2), 101-110. https://ijres.net/index.php/ijres/article/view/809

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