Many teachers work on social networks out of school. They participate via this social networking in maths forums where they exchange views on various maths issues with their students and other maths teachers (ή colleagues). The purpose of this research paper is the assessment of the afore-mentioned social networks taking into account the opinions held by maths teachers aggregated using a method similar to the SWOT technique, i.e. by completing electronic questionnaires distributed via email. The participants’ answers were then grouped based on criteria defined by the researcher. The relative weight of each criterion was determined at a later point in the survey. Teachers should decide if some criteria were more important than others and give a higher arithmetic value to them. The conclusions drawn is that the above-mentioned procedure is really useful since it can pose analytical questions-after having researched new suggestions and initiatives- that will shed light to aspects of the external and internal environment.
| Published in | International Journal of Secondary Education (Volume 9, Issue 4) |
| DOI | 10.11648/j.ijsedu.20210904.12 |
| Page(s) | 108-114 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Social Networks, Strong Points and Weak Points, Senior High School (Lyceum)
| [1] | Som Naidu (2021) Building resilience in education systems post-COVID-19, Distance Education, 42: 1, 1-4. |
| [2] | Tu, C. H., and M. Corry. (2003). “Building Active Online Interaction via a Collaborative Learning Community.” Computers in the Schools 20 (3): 51–59. |
| [3] | Castek, J., J. Coiro, L. Guzniczak, and C. Bradshaw (2012). “Examining Peer Collaboration in Online Inquiry.” The Educational Forum 76 (4): 479–496. |
| [4] | Guldberg, K. (2008). “Adult Learners and Professional Development: Peer-to-Peer Learning in a Networked Community.” International Journal of Lifelong Education 27 (1): 35–49. |
| [5] | Xu, J., J. Du, and X. Fan. (2015). “Students’ Groupwork Management in Online Collaborative Learning Environments.” Journal of Educational Technology & Society 18 (2): 195–205. |
| [6] | Z. A. Gazi, Fatos Silman, C. Birol, (2008) TQM implementation in the Distance Education Institute: A case of north Cyprus. |
| [7] | Chen, Y. C., and C. C. Tsai. (2009). “An Educational Research Course Facilitated by Online Peer Assessment.” Innovations in Education and Teaching International 46 (1): 105–117. |
| [8] | Husni Thamrin, Endang Wahyu Pamungkas (2017). A Rule Based SWOT Analysis ApplicationQ A case Study for Indonesian Higher Education Institution 2nd International Conference on Computer Science and Computational Intelligence 2017, ICCSCI, 13-14 October 2017, Bali, Indonesia. |
| [9] | Michael J. Leiber, Jennifer H. Peck, Melanie Valentin Rosa, Tayler Shreve The Relationship Between the Gender of the Probation Officer and Judicial Sentencing, Handbook on Punishment Decisions, 2017, 1st Edition, Routledge, 26. |
| [10] | Bell G. G., Rochford L. (2016) Rediscovering SWOT’s integrative nature: A new understanding of an old framework. In: International Journal of Management Education 14 (3), pp. 310–326. |
| [11] | Niven, P. R. (2002). Balanced Scorecard Step by Step Maximizing Performance and Maintaining Results. John Wiley & Sons, New York. |
| [12] | Maria Evagorou, Kostas Korfiatis, Christiana Nicolaou & Costas Constantinou (2009). An Investigation of the Potential of Interactive Simulations for Developing System Thinking Skills in Elementary School: A case study with fifth-graders and sixth-graders. International Journal of Science Education Volume 31, 2009 - Issue 5. |
| [13] | Iliada Elia Rita Panaoura Anastasia Eracleous Athanasios Gagatsis (2007). Relations Between Secondary Pupils’ Conceptions About Functions and Problem Solving in Different Representations International Journal of Science and Mathematics Education 5 (3): 533-556. |
| [14] | Zehra Altınay-Gazi (2017) Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices. Eurasia Journal of Mathematics, Science and Technology Education 13 (3) March 2017. |
| [15] | Gilly Salmon Phemie (2014). Wright Transforming Future Teaching through 'Carpe Diem' Learning Design. Education Sciences 4 (1) January 2014. |
APA Style
Andreas Marinos. (2021). Teachers’ Views on the Social Networks Used by Mathematicians. International Journal of Secondary Education, 9(4), 108-114. https://doi.org/10.11648/j.ijsedu.20210904.12
ACS Style
Andreas Marinos. Teachers’ Views on the Social Networks Used by Mathematicians. Int. J. Second. Educ. 2021, 9(4), 108-114. doi: 10.11648/j.ijsedu.20210904.12
AMA Style
Andreas Marinos. Teachers’ Views on the Social Networks Used by Mathematicians. Int J Second Educ. 2021;9(4):108-114. doi: 10.11648/j.ijsedu.20210904.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijsedu.20210904.12,
author = {Andreas Marinos},
title = {Teachers’ Views on the Social Networks Used by Mathematicians},
journal = {International Journal of Secondary Education},
volume = {9},
number = {4},
pages = {108-114},
doi = {10.11648/j.ijsedu.20210904.12},
url = {https://doi.org/10.11648/j.ijsedu.20210904.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20210904.12},
abstract = {Many teachers work on social networks out of school. They participate via this social networking in maths forums where they exchange views on various maths issues with their students and other maths teachers (ή colleagues). The purpose of this research paper is the assessment of the afore-mentioned social networks taking into account the opinions held by maths teachers aggregated using a method similar to the SWOT technique, i.e. by completing electronic questionnaires distributed via email. The participants’ answers were then grouped based on criteria defined by the researcher. The relative weight of each criterion was determined at a later point in the survey. Teachers should decide if some criteria were more important than others and give a higher arithmetic value to them. The conclusions drawn is that the above-mentioned procedure is really useful since it can pose analytical questions-after having researched new suggestions and initiatives- that will shed light to aspects of the external and internal environment.},
year = {2021}
}
TY - JOUR T1 - Teachers’ Views on the Social Networks Used by Mathematicians AU - Andreas Marinos Y1 - 2021/11/10 PY - 2021 N1 - https://doi.org/10.11648/j.ijsedu.20210904.12 DO - 10.11648/j.ijsedu.20210904.12 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 108 EP - 114 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20210904.12 AB - Many teachers work on social networks out of school. They participate via this social networking in maths forums where they exchange views on various maths issues with their students and other maths teachers (ή colleagues). The purpose of this research paper is the assessment of the afore-mentioned social networks taking into account the opinions held by maths teachers aggregated using a method similar to the SWOT technique, i.e. by completing electronic questionnaires distributed via email. The participants’ answers were then grouped based on criteria defined by the researcher. The relative weight of each criterion was determined at a later point in the survey. Teachers should decide if some criteria were more important than others and give a higher arithmetic value to them. The conclusions drawn is that the above-mentioned procedure is really useful since it can pose analytical questions-after having researched new suggestions and initiatives- that will shed light to aspects of the external and internal environment. VL - 9 IS - 4 ER -
Information
Email: