A Case Study on Specialised Content Knowledge Development with Dynamic Geometry Software: The Analysis of Influential Factors and Technology Beliefs of Three Pre-Service Middle Grades Mathematics Teachers

Autor/inn/en	Zambak, Vecihi S.; Tyminski, Andrew M.
Titel	A Case Study on Specialised Content Knowledge Development with Dynamic Geometry Software: The Analysis of Influential Factors and Technology Beliefs of Three Pre-Service Middle Grades Mathematics Teachers
Quelle	In: Mathematics Teacher Education and Development, 19 (2017) 1, S.82-106 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Case Studies; Computer Software; Preservice Teachers; Mathematics Teachers; Student Attitudes; Pedagogical Content Knowledge; Middle School Teachers; Semi Structured Interviews; Geometry; Technology Uses in Education; Educational Technology; Graduate Study; Student Surveys; Observation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Pädagogische Kompetenz; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Geometrie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schülerbefragung; Beobachtung
Abstract	This study characterises the development of Specialised Content Knowledge (SCK) with dynamic geometry software (DGS) throughout a semester. The research employed a single-case study with the embedded units of three pre-service middle grades mathematics teachers. Qualitative data were collected, and factors affecting these three teachers' SCK development were compared and contrasted through their experiences during semi-structured clinical interviews. The cross-case comparison indicated aspects such as opportunity to justify ideas in geometry, the level of common content knowledge, and beliefs about technology as influential factors for these pre-service mathematics teachers' SCK development with DGS. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01