Robert Weinhandl

Robert Weinhandl
Johannes Kepler University Linz | JKU · Institute of Didactics in Mathematics

PhD
I am researching how technologies could be implemented in the teaching and learning of mathematics in secondary schools.

About

35
Publications
7,425
Reads
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125
Citations
Citations since 2016
34 Research Items
125 Citations
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Additional affiliations
May 2020 - present
Johannes Kepler University Linz
Position
  • University assistant
September 2019 - June 2020
Hochschule für Agrar- und Umweltpädagogik
Position
  • Teacher Trainer
September 2019 - January 2021
Fachhochschule Wien
Position
  • Lecturer
Education
October 2016 - November 2019
Johannes Kepler University Linz
Field of study
  • Mathematics Education
May 2013 - March 2015
Danube University Krems
Field of study
  • eEducation
October 2005 - December 2011
University of Vienna
Field of study
  • Mathematics and Geography & Economics

Publications

Publications (35)
Article
Full-text available
In our technological age, many technologies and real-world objects communicate with each other or partly merge. However, this combination of technologies and real-world objects has not yet found its way into everyday teaching practices in schools to any great extent. To investigate the possibilities of combining technologies and real-world objects...
Article
Full-text available
Synopsis: Modelling could be characterised as one of the core activities in secondary mathematics education in Austria. However, when learning and teaching mathematics , mathematical modelling is mostly used to apply and deepen mathematical knowledge and competencies. Our educational case study aims to explore how mathematical modelling, using real...
Article
Full-text available
This study aims to uncover some key elements of successful home- learning of mathematics, based on students’ perceptions, during the COVID-19 pandemic and offer recommendations for mathemat- ics learning beyond the crisis. Throughout our work, we aimed to examine students’ reflections on mathematics learning and learn- ing environments that assiste...
Article
Full-text available
Modern technologies have become an integral part in our society and are increasingly shaping the teaching of mathematics at every level of education. In Austria, the academic school year 2021/22 will undergo an extensive digitalisation; all students who start secondary school will be equipped with a digital device. Our paper reports on anticipated...
Article
Full-text available
In the last decade, micro-lectures have been widely used to teach mathematics, but only a few studies have examined the factors affecting teachers’ intentions of using micro-lectures. As teachers are key to integrating modern technologies such as micro-lectures into students’ learning processes, knowledge about teachers’ intentions in this regard c...
Conference Paper
Full-text available
This study aims to find out which aspects of a virtual learning environment could support mathematics teachers in distance learning during the COVID-19 pandemic. We conducted interviews with secondary school and university teachers who worked with GeoGebra Classroom, a virtual learning environment, during distance learning, used qualitative content...
Article
Full-text available
Teachers' professional development is now widely regarded as a key determinant of school effectiveness and student achievement. However, Mathematics teachers in Vietnamese secondary schools face numerous challenges in their teaching practices, such as a lack of recourse assistance , a lack of innovational teaching policy, and difficulty in using re...
Article
Cabri is characterized by an attractive advantage and provides wide-ranging benefits in the teaching of mathematics. Although today there have been many studies on the edges of Cabri, experiments on Cabri-Express have not been widely explored. For this reason, a quasi-experimental study with a randomized posttest only design involving 80 grade VII...
Conference Paper
Full-text available
This paper reports an exploratory qualitative study conducted within the FLINK (German acronym for supporting learners for developing sustainable mathematics skills by using interactive materials) project in Austria. We present an overview of the study, its theoretical framework, initial findings from FLINK-based resource designs and the developmen...
Article
Full-text available
The STEAMTEACH (STEAM Education for Teaching Professionalism) project works with teacher trainers to develop a program of Transcultural STEAM Professional Development for in- and pre-service teachers. Following a literature review, a semi-structured questionnaire then interviews approach was used to elicit current practice, challenges for teachers...
Article
Full-text available
In recent years, using micro-lectures (a short video of less than ten minutes) as a digital learning medium has become popular for integrating technology into mathematics lessons, providing new experiences to students and helping them to master mathematical concepts. It is important to note that the effectiveness of a micro-lecture depends on how t...
Article
Full-text available
This study aims to investigate and describe how creative thinking skills and problem-solving strategies are used by prospective mathematics teacher students in solving non-routine problems. Non-routine problems given to the subject require the use of mathematical conceptual understanding and procedural knowledge or algorithms used to find solutions...
Article
Full-text available
Information technology plays an increasingly prominent role in our personal and professional lives. It also plays an important role in schools, and especially in mathematics education. To realise their full potential in education, technologies should be designed in a way that addresses the characteristics of the target students. In the context of l...
Article
Full-text available
Micro-lectures, i.e., short learning videos on a specific aspect of a topic, have become one of the most effective technology-based learning media approaches and were widely used during the COVID-19 pandemic. However, in the post-pandemic era starting from early 2022, as K-12 students have been allowed to resume going to school, it is necessary to...
Article
Full-text available
In this paper, we offer three examples from our research projects on both technological and pedagogical innovations to illustrate the impact of rapid technology changes on research. Members of our research team both developed and used technology applications in their research projects, utilizing design-based research (DBR). During the experiments,...
Article
Full-text available
Digital mathematics textbooks differ from traditional printed textbooks in, among other things, their dynamic structural elements, representing a potential that traditional textbooks cannot fulfil. Notably, dynamic structural elements, i.e., multimodal representations of mathematics, could be of particular importance for learning, which is why the...
Article
Full-text available
The 21st century allows the use of e-books to substitute printed books in educational context, thereby adapt teaching and learning to the potentialities of our digital era. Several studies examined the effect of mathematics e-books compared to traditional printed books on students' mathematics achievement, however, the results are still inconclusiv...
Article
Full-text available
Collaborative Problem Solving (CPS) has been widely used in both industry and in schools over at least the last twenty years. The Industry Hothousing variant of CPS is an intensive, time-constrained workshop-based process to build mutual trust between customers and industry experts in order to synergically develop creative solutions. The main objec...
Article
Full-text available
Modern technologies have become an integral part in our society and are increasingly shaping the teaching of mathematics at every level of education. In Austria, the academic school year 2021/22 will undergo an extensive digitalisation; all students who start secondary school will be equipped with a digital device. Our paper reports on anticipated...
Article
Using ePortfolios in mathematics learning is a valuable way to visualise students' learning outcomes in student-driven learning. ePortfolios are typically a collection of finished or fixed artefacts. However, several new software applications offer the opportunity to incorporate the interactive and dynamic characters of mathematics and mathematics-...
Conference Paper
Full-text available
Educational innovations often do not make it beyond pilot phases or academic discussions. To scale up educational innovations, we combined professional mathematics teacher development and online learning environments (OLE) in our educational study. By applying a grounded theory approach and design-based research, we have investigated how OLE should...
Conference Paper
Full-text available
It is crucial for designing online professional development courses to know which elements of a change process teachers face while participating in such courses. However, teachers' change process in online learning environments is still a rather poorly researched subject. Thus, we adopted a case study approach to examine the different elements of a...
Article
Full-text available
The global spread of COVID-19 has resulted in learning and teaching being confronted with immense challenges and changes since spring 2020. Measures to contain the COVID-19 pandemic had and continue to have a particularly strong impact on non-formal and informal learning, which are important features of out-of-class on-line STEM workshops combining...
Article
Full-text available
Our research aims to explore which design elements and aspects of online learning environments are relevant for teachers when introduced to educational innovations such as flipped learning and, thereby, to enable facilitating the dissemination of these innovations. Background Integrating educational innovations from academic discourses or professio...
Article
Full-text available
A. Introduction Flipped learning (FL) approaches can be characterized by a flexible educational environment, a new learning culture, intentional content, and a well-prepared professional educator (Flipped Learning Network, 2014). To facilitate changes in schools, Fadel (2008) suggested the frame of 21st-century skills: (a) learning and innovation s...
Preprint
Full-text available
Purpose: Flipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To integrate FCA into education sustainably, professional teacher development (PTD) is a promising tool. The research aim is to explore which aspects should be considere...
Article
Full-text available
Combining new educational approaches and educational technologies can make mathematics education more adaptable to pupils‘ needs in the 21st century. Our explorative educational study aimed to identify how learning settings and learning environments should be designed to facilitate synthesising flipped approaches to education and using GeoGebra. To...
Article
Full-text available
Recently, the idea of the Fourth Industrial Revolution (FIR) is increasingly shaping discussions about the world of work and society. In order to prepare the next generations for such new developments, it is necessary to adjust the way they learn. One possibility for a change in education is Flipped Classroom Approaches (FCA), which are particularl...
Conference Paper
Full-text available
Combining ePortfolios and flipped learning approaches in mathematics education could contribute to ensuring that mathematics education better meets students’ current and future needs of their learning and working world. Our study aims to identify how mathematics education should be de-signed to facilitate combining ePortfolios and flipped learning...
Preprint
Full-text available
In recent years, Mathematics education research has been focusing on technology-enhanced forms of learning and modern, student-centred education methods. An example of this is the Flipped Classroom Approach (FCA). The project presented here aims to develop a framework for Mathematics teacher training for these forms of learning in Austria. In a fir...
Conference Paper
Full-text available
Although teaching according to a flipped classroom approach is being increasingly used in schools, it is still the case that this type of education is often teacher-driven, and that teachers play a dominant role in terms of determining learning objectives and materials. Recently, the definition of flipped classrooms is being changed, accordingly th...
Conference Paper
Full-text available
In recent years, Mathematics education research has been focusing on technology-enhanced forms of learning and modern, student-centred education methods. An example of this is the Flipped Classroom Approach (FCA). The project presented here aims to develop a framework for Mathematics teacher training for these forms of learning in Austria. In a fir...
Article
Full-text available
This article focuses on the technology-supported Flipped Classroom Approach (FCA) in Mathematics education and how this form of teaching and learning can be implemented in secondary schools. In the German-speaking countries in particular, research on the FCA focuses on the individual components of this form of education and how this approach can be...
Thesis
Full-text available
Abstrakt In der nachfolgenden Master Thesis wird dargestellt, welche Aufgaben und Herausforderungen die heutige Schule bzw. die am schulischen Lernprozess beteiligten Personen zu erfüllen haben. Nicht mehr das bloße Wiedergeben von Sachverhalten und Definitionen ist gefragt, sondern das Anwenden von Kompetenzen und mithin das Erstellen von Lernprod...

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Projects

Projects (3)
Project
Technology has started enabling new teaching and learning forms in higher education in Luxembourg during the past year. Thus, to work more closely with elementary school pre-service teachers, we shifted our mathematics education course during the past years to flipped classroom approaches and worked with synchronous and asynchronous teaching on- and off-campus modes. Furthermore, due to the restrictions of the COVID-19 pandemic, we decided to shift our teaching to entirely online flipped classroom approaches together with outdoor mathematical trails with STEAM integrated assessments. This final shift to an entirely online flipped classroom, with self-paced, student-centred teachings and learnings, positively affected pre-service elementary school teachers' understanding and practices in mathematics teaching.
Project
The research's aim is to create, test and develop learning environments that do not rely on instruction videos. The instruction videos are replaced by more constructivist learning materials so learners would be more active in pre-class phases. Data are collected and evaluated on students' learning performance as well as on their motivation and enjoyment of the lessons.
Project
The research goal is to work out framework conditions and concepts that are important for the success of teacher training for the flipped classroom approach