Examining Mathematical Technological Knowledge of Pre-Service Middle Grades Teachers with "Geometer's Sketchpad" in a Geometry Course

Autor/inn/en	Zambak, Vecihi S.; Tyminski, Andrew M.
Titel	Examining Mathematical Technological Knowledge of Pre-Service Middle Grades Teachers with "Geometer's Sketchpad" in a Geometry Course
Quelle	In: International Journal of Mathematical Education in Science and Technology, 51 (2020) 2, S.183-207 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zambak, Vecihi S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1650302
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Educational Technology; Technology Uses in Education; Middle School Teachers; Computer Software; Geometry; Mathematics Instruction; Teaching Methods; Graduate Students; Teacher Education Programs; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Geometrie; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Lehrerausbildung
Abstract	With the emergence of new instructional technologies, pre-service teachers are expected to develop Mathematical Technological Knowledge (MTK), which we define as teacher knowledge of technology developed as a result of exploring mathematics with technology. We examined 16 middle grades pre-service mathematics teachers' (PSMTs) MTK within a geometry course where they used the dynamic geometry software, "Geometer's Sketchpad," as a cognitive tool. The data from this exploratory case study revealed five levels of MTK which can be used to classify the ways PSMTs understand and leverage the capabilities and limitations of this dynamic geometry software. In our conclusion, we recommend mathematics teacher educators attend to PSMTs' different levels of utilizing dynamic geometry software in teaching and learning mathematics. These levels of MTK can also be leveraged to inform mathematics teacher educators' decisions in providing technological experiences within mathematical content and instructional technology courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01