Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources

Artigo2023

Robert Weinhandl ORCID; Lena Maria Kleinferchner; Carina Schobersberger; Katharina Schwarzbauer; Tony Houghton ORCID; Edith Lindenbauer ORCID; Branko Anđić ORCID; Zsolt Lavicza ORCID; Markus Hohenwarter ORCID

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Resumo

Abstract Personas, initially originated in user experience research, are short and simplified representations of particular user groups, and this methodological approach has recently gained ground in educational research. This study aims to explore aspects of personas that may be beneficial for prospective mathematics teachers when they develop digital learning resources. To explore such aspects, we employed qualitative interviews, thinking-out-loud techniques, and jointly developed learning resources with prospective mathematics teachers, and analysed this diverse data with a combination of case study and grounded theory approaches. Consequently, we were able to identify the following essential aspects of using personas in our study: (A) personas as representatives of real people, (B) personas as planning & feedback tools for material development, (C) professionalisation of prospective mathematics teachers (by using personas), (D) differentiation/individualisation for personas through digital learning resources, and (E) motivational elements of digital mathematics learning resources. Based on our results, we concluded that using personas could broaden prospective mathematics teachers’ views on student characteristics and demands that may enable teachers to facilitate the development of differentiated and individualised digital mathematics learning resources.

Dados da obra

Tipo: Artigo
Periódico: Journal of Mathematics Teacher Education, v. 28, n. 4, p. 775-805
Editora: Springer Science+Business Media
Ano: 2023 (2023-11-12)
Idioma: en
Palavras-chave: personas; pre-service mathematics teachers; teacher professionalization; differentiated instruction; individualised learning; student motivation; user experience design; resource development; student characteristics
DOI: 10.1007/s10857-023-09607-1
ISSN: 1386-4416, 1573-1820
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WEINHANDL, Robert et al.. Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources. Journal of Mathematics Teacher Education, v. 28, n. 4, p. 775-805, 2023. DOI: https://doi.org/10.1007/s10857-023-09607-1.

APA

Weinhandl, R., Kleinferchner, L. M., Schobersberger, C., Schwarzbauer, K., Houghton, T., Lindenbauer, E., Anđić, B., Lavicza, Z., & Hohenwarter, M. (2023). Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources. Journal of Mathematics Teacher Education, 28(4), 775-805. https://doi.org/10.1007/s10857-023-09607-1

BibTeX

@article{weinhandl2023,
  author = {Weinhandl, Robert and Kleinferchner, Lena Maria and Schobersberger, Carina and Schwarzbauer, Katharina and Houghton, Tony and Lindenbauer, Edith and Anđić, Branko and Lavicza, Zsolt and Hohenwarter, Markus},
  title = {Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources},
  year = {2023},
  journal = {Journal of Mathematics Teacher Education},
  volume = {28},
  number = {4},
  pages = {775-805},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-023-09607-1},
  language = {en}
}

RIS

TY  - JOUR
AU  - Weinhandl, Robert
AU  - Kleinferchner, Lena Maria
AU  - Schobersberger, Carina
AU  - Schwarzbauer, Katharina
AU  - Houghton, Tony
AU  - Lindenbauer, Edith
AU  - Anđić, Branko
AU  - Lavicza, Zsolt
AU  - Hohenwarter, Markus
TI  - Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources
PY  - 2023
JO  - Journal of Mathematics Teacher Education
VL  - 28
IS  - 4
SP  - 775
EP  - 805
DO  - 10.1007/s10857-023-09607-1
LA  - en
ER  -

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