Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

Autor/inn/en	Rakes, Christopher R.; Stites, Michele L.; Ronau, Robert N.; Bush, Sarah B.; Fisher, Molly H.; Safi, Farshid; Desai, Siddhi; Schmidt, Ashley; Andreasen, Janet B.; Saderholm, Jon; Amick, Lisa; Mohr-Schroeder, Margaret J.; Viera, Julian
Titel	Teaching Mathematics with Technology: TPACK and Effective Teaching Practices
Quelle	In: Education Sciences, 12 (2022), Artikel 133 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rakes, Christopher R.) ORCID (Schmidt, Ashley)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Teaching Methods; Mathematics Instruction; Preservice Teachers; Preservice Teacher Education; Pedagogical Content Knowledge; Technology Integration; Technology Uses in Education; Educational Change; Mathematical Concepts; Learner Engagement; Educational Technology; Technological Literacy; Student Attitudes; Educational Improvement; Communities of Practice; Observation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsreform; Unterrichtsmedien; Technisches Wissen; Schülerverhalten; Teaching improvement; Unterrichtsentwicklung; Community; Beobachtung; Unterrichtserfolg
Abstract	This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP[superscript 2]) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP[superscript 2] results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP[superscript 2] was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01