Using student personas when developing digital mathematics learning resources to improve teacher training

Abstract

In this study, we discuss how the use of student personas can support pre-service teachers developing digital mathematics learning resources and improve mathematics teacher training programs. The use of modern technologies in schools requires that pre-service teachers prepare for new challenges, including the development of digital learning resources. To be able to develop such resources during teacher training, pre-service mathematics teachers without direct contact with students need insights into particular characteristics of mathematics students. We argue that personas, a tool and approach adopted from user experience research, can provide such insights. For this purpose, we interviewed four pre-service mathematics teachers who were developing digital learning resources in the span of a semester. We analyzed the data using grounded qualitative content analysis approaches and identified the following key aspects of personas usage for mathematics teacher training: (A) personas can act as an information tool, (B) personas can act as a planning and feedback tool, (C) the use of personas can trigger reflection processes for pre-service teachers, and (D) sustained work with personas may increase its impact. Our results indicate that personas can offer pre-service teachers support when developing digital learning resources and contribute to their professional development.

Keywords:

• Personas
• digital learning resources
• technology-enhanced learning
• mathematics teacher training

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Robert Weinhandl

Robert Weinhandl is a post-doctoral researcher at the Linz School of Education and his research focuses on mathematics students’ characteristics and needs as well as using technologies for teaching and learning mathematics. Please address correspondence regarding this article to Robert Weinhandl, Linz School of Education, Mathematics Didactics, Johannes Kepler University, Science Park 5 S5-425, Altenberger Straße 69, Linz 4040, Austria Email: [email protected].

Lena Kleinferchner

Lena Kleinferchner is a research assistant at the Linz School of Education and her research focuses on using technologies for teaching and learning mathematics. Science Park 5 S5-415, Altenberger Straße 69, Linz 4040, Austria Email: [email protected].

Viktoria Riegler

Viktoria Riegler is a research assistant at the Linz School of Education and her research focuses on using technologies for teaching and learning mathematics. Science Park 5 S5-415, Altenberger Straße 69, Linz 4040, Austria. Email: [email protected].

Carina Schobersberger

Carina Schobersberger is a research assistant at the Linz School of Education and her research focuses on using technologies for teaching and learning mathematics. Science Park 5 S5-415, Altenberger Straße 69, Linz 4040, Austria. Email: [email protected].

Tony Houghton

Tony Houghton is a visiting professor at the Linz School of Education and his research focuses on using technology in STEAM education. Science Park 5 S5-415, Altenberger Straße 69, Linz 4040, Austria, Email: [email protected].

Zsolt Lavicza

Zsolt Lavicza is a full professor at the Linz School of Education and his research focuses on using technology in STEAM education. Science Park 5 S5-409, Altenberger Straße 69, Linz 4040, Austria. Email: [email protected].

Vasiliki Laina

Vasiliki Laina is a post-doctoral researcher at the Linz School of Education and her research focuses on mathematical argumentation, collaborative learning and educational technologies. Science Park 5 S5-425, Altenberger Straße 69, Linz 4040, Austria. Email: [email protected].