Η διδακτική των Μαθηματικών μέσω της Τέχνης με την Αξιοποίηση Ψηφιακών Τεχνολογιών: Μία Έρευνα-Δράση στο πεδίο της Συμπληρωματικής Σχολικής εξ Αποστάσεως Εκπαίδευσης

Abstract

This action-research aims at studying an innovative teaching of Mathematics in Kindergarten and Elementary Education. In particular, 4 schools of primary education collaborated in the form of Collaborative Distance Learning (CDL) through the platform of the eTwinning learning community, by approaching mathematical concepts, utilizing Art and digital tools, enhancing the traditional teaching method. An additional research objective was to study the applicability of CDL in primary education to enhance and improve conventional education.

The research questions provide answers to which ways the complementary CDL can be utilized in primary education and also to which ways cooperative learning methods support the CDL. The research was developed in the context of qualitative and quantitative approach and the method of participatory research-action was selected. In particular, the Kemmis’s model was selected, which includes the following stages: design, action, observation, and finally the design of further action by repeating this cycle. It was formed by purposive sampling and maximal variation sampling. The research tools for the data collection were: the researcher’s calendar, the questionnaire with open and closed-ended questions, the interview and the commentary of a critical friend.

The research examined the effectiveness of collaborative methods through CDL in the eTwinning learning community and the contribution of Art in developing skills in mathematical thinking. The conclusions were positive about its implementation in primary education aiming to encourage students to use new digital technologies. In particular, the research highlights that CDL in primary education schools in Greece can be used through school programs and through the e-Class platform and learning communities in the context of innovative education.

In regard to the ways of how collaborative learning methods support CDL, the research concludes that it is necessary to use digital technologies, to select a suitable selection of learning communities, methodological approach, active learning techniques, communication among students themselves and between teachers and students, digital and polymorphic interactive material with the teacher constantly encouraging students throughout the program.

The structure of the article is as follows: After the introduction, we attempt to clarify the term and the forms of education of the distance school education. The following section presents the historical evolution of distance school education internationally and also in Greece, while the next section analyzes the contribution of Art to the teaching of mathematics through the use of new technologies and their impact on the educational process. Next, the methodological framework of the research and the educational action are referred and finally, the key results of the action-research are presented in the fifth section. The article concludes with the discussion and the key outcomes of the research.