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The Bridge21 Model of 21st Century Learning in the Mathematics Classroom – Teachers’ Perspectives

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Computers Supported Education (CSEDU 2016)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 739))

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Abstract

Research highlights a need for a structured approach, consistent support and continuous professional development for teachers in order to facilitate the development of 21st Century pedagogies and the integration of technology, as well as to support their changing role in the classroom. This chapter describes a particular model of 21st Century teaching and learning, and explores teachers’ experiences of its implementation in their classrooms. A total of 15 teachers who attended a Contextual Mathematics module on a postgraduate certificate course provided consent for their data to be used in this study. A qualitative, case study approach has been taken in order to explore the teachers’ experiences of using the model of teaching and learning, as well as their perceptions of the students’ experiences. A constant comparative analytic technique has been used to analyze their written reflections. Results indicate that the approach has the potential to address many of the issues associated with the integration of 21st Century teaching and learning, identified in the literature.

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Author information

Authors and Affiliations

  1. School of Education and School of Computer Science and Statistics, Trinity Centre for Research in IT in Education, Trinity College Dublin, The University of Dublin, Dublin, Ireland

    Aibhín Bray

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  1. Aibhín Bray
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Correspondence to Aibhín Bray .

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Editors and Affiliations

  1. University of Salerno, Fisciano, Italy

    Gennaro Costagliola

  2. Ulster University, Belfast, United Kingdom

    James Uhomoibhi

  3. University of Denver, Denver, Colorado, USA

    Susan Zvacek

  4. Carnegie Mellon University, Pittsburgh, Pennsylvania, USA

    Bruce M. McLaren

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Bray, A. (2017). The Bridge21 Model of 21st Century Learning in the Mathematics Classroom – Teachers’ Perspectives. In: Costagliola, G., Uhomoibhi, J., Zvacek, S., McLaren, B. (eds) Computers Supported Education. CSEDU 2016. Communications in Computer and Information Science, vol 739. Springer, Cham. https://doi.org/10.1007/978-3-319-63184-4_25

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  • DOI: https://doi.org/10.1007/978-3-319-63184-4_25

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-63183-7

  • Online ISBN: 978-3-319-63184-4

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