| Popis: |
In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ mathematics classroom, in order to investigate the views of primary school teachers, principals and school advisors about mathematics and social network sites (SNS) across and within two interrelated systems: the scientific disciplines and the school unit (including the symbolic/normative level, pragmatic representations of the school practices, and the personal desired/intentioned actions). This inter-systemic, tri-focussed perspective allows the meaningful re-approach of the emergent classroom and is operationalised with a questionnaire, which constitutes a pragmatic diagnostic-hermeneutic-research tool informing the decision-making of educators and policy makers. |
