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Adapting to PSTs’ Pedagogical Changes in Sustainable Mathematics Education through Flipped E-Learning: Ranking Its Criteria with MCDA/F-DEMATEL
Mathematics ( IF 2.4 ) Pub Date : 2020-05-25 , DOI: 10.3390/math8050858
Jin Su Jeong , David González-Gómez

Mathematics education for sustainable development is perceived as a core keystone, although its concept is related to its typical issue of ecology and economy in the educational realm. Thus, through current information and communication technology (ICT) impacts, altering pedagogy is highly conflicted in teaching/learning mathematics. This research attempted to classify and investigate criteria for mathematics education with a multi-criteria decision analysis/fuzzy-decision-making trial and evaluation laboratory (MCDA/F-DEMATEL) method in the context of the system of flipped e-learning. In particular, the sustainable development of this research focus is in mathematics education in view of pre-service teachers (PSTs) adapting to their pedagogical changes. With the MCDA/F-DEMATEL, the main criteria and sub-criteria were selected after the consultation of a group of experts as follows: mathematics education, sustainable development, and flipped-e-learning technology criteria. Then, with fifteen sub-criteria, the definitive analyses results were gauged with simple additive weighting (SAW) along with their weight coefficients’ calculation, sensitivity analysis (iv scenarios), and a professional survey. The results described as the most important criteria for adapting to PSTs pedagogical changes in sustainable mathematical education through a flipped e-learning system were the flipped e-learning technology criteria (scenario i), with an 83% positive perception by professionals’ survey; among its sub-criteria, information technology usage contents (0.43) was the most affected variable, with a 42% very likely perception. Scenario iii, which was the slightly more preferred criteria than mathematics education, got a 78% positive perception from professionals’ survey. Therefore, this proposed methodology could be employed to validate the most important sustainable mathematics with flipped e-learning criteria for adapting to PSTs’ pedagogical changes with corresponding education contexts in more long-term learning.

中文翻译:

通过翻转的电子学习适应PST在可持续数学教育中的教学变化:通过MCDA / F-DEMATEL对其标准进行排名

尽管可持续发展数学教育的概念与其在教育领域中典型的生态和经济问题有关,但它却被视为核心重点。因此,通过当前的信息和通信技术(ICT)的影响,改变教学法在教学/学习数学中高度冲突。本研究试图在翻转电子学习系统的背景下,通过多标准决策分析/模糊决策试验与评估实验室(MCDA / F-DEMATEL)方法对数学教育标准进行分类和调查。特别地,鉴于职前教师(PST)适应其教学方法的变化,本研究重点的可持续发展在于数学教育。使用MCDA / F-DEMATEL,经专家组协商后,主要标准和子标准如下选择:数学教育,可持续发展和翻转电子学习技术标准。然后,根据15个子标准,通过简单的加法加权(SAW)以及最终指标的权重系数的计算,敏感性分析(iv方案)和专业调查。通过翻转的电子学习系统,被描述为适应PST可持续数学教育教学变化的最重要标准的结果是翻转的电子学习技术标准(方案i),专业人士的调查显示有83%的积极看法;在其子标准中,信息技术的使用内容(0.43)是受影响最大的变量,其感知可能性为42%。方案iii与数学教育相比,这是更受青睐的标准,它从专业人士的调查中获得了78%的积极评价。因此,该提议的方法论可用于验证具有翻转电子学习标准的最重要的可持续数学,以便在更长期的学习中适应PST的教学变化以及相应的教育环境。
更新日期:2020-05-25
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