With the changes in the existing curricula of teacher education under the Bologna process it is necessary to assess the need for change in mathematics education models. We designed a mathematics curriculum for Basic Education course at an institution of higher education in Portugal who want to combine three levels of intervention. This exploratory study aims to identify two key points: academic performance of students and interactions made in the Moodle platform based on data collected, first by their final grades (study 1) and other by the access to Moodle during the course (study 2). Study participants were students who attended Mathematics I at 1st year and Geometry Topics in the 2nd year before and after the introduction of the new curriculum and the use of Moodle. Preliminary results indicate statistically significant differences for students who use the new curriculum with technology and those without this support in Geometry.
|Title of host publication||Proceedings of the 10th International Conference on Technology in Mathematics Teaching (ICTMT10)|
|Publication status||Published - 1 Jan 2011|
|Event||ICTMT10: 10th International Conference on Technology in Mathematics Teaching - |
Duration: 1 Jan 2011 → …
|Conference||ICTMT10: 10th International Conference on Technology in Mathematics Teaching|
|Period||1/01/11 → …|