A Review of the Literature: How Pre-service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge

Yigit, Melike

doi:10.18404/ijemst.96390

Cited by 42 publications

(32 citation statements)

References 13 publications

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“…During the 21st century, technological advances continue to change the way we learn, teach, communicate, and socialize (Koc & Ferneding, 2013;Kocak & Gulcu, 2013;Yigit, 2014). One such change is the prominence social networking web sites presently enjoy, particularly among youth (Cain, 2008).…”

Section: Introductionmentioning

confidence: 99%

A Model for Understanding Educational Facebook Use

Yurt

Şahi̇n

2015

EURASIA J MATH SCI T

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There are numerous types and variations of social networking web sites, such as MySpace, FB, Hi5, and Cyworld. Of these networks, the most commonly used is FB. Because of the widespread use of FB by youth, its effects on student achievement has recently become one of the most important issues that are curious for families. Therefore, it has become necessary to study the use of social networking sites for educational purposes and their related variables. In the present study, the variables that affect the educational use of FB and the relationships among these variables are examined and presented through a model. In the current study, data are collected from undergraduate students in the College of Education at an Anatolian university in Turkey. The participants consist of 1,066 undergraduates-65% are female (n = 691) and 35% male (n = 375). The result shows that knowledge of these variables enables us to largely understand the educational use of FB by individuals. In conclusion, it was seen that students who use FB for educational purposes more have higher GPAs. These students use FB more frequently but they spend less time on it. Also, they have fewer FB friends than students who have low GPAs.

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Section: Introductionmentioning

confidence: 99%

A Model for Understanding Educational Facebook Use

Yurt

Şahi̇n

2015

EURASIA J MATH SCI T

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“…However, the other prospective teacher with low level of TPACK perception was not successful in his solving processes for the problem neither with any DGS. First of all, since TPACK perception is related with knowledge of teachers, or prospective teachers for this study, about technology, pedagogy, content, and their relationships with each other, teachers or prospective teachers with moderate or high level of TPACK perception should be supposed to know related technology for a task as well as usage of it for learning situations (Yiğit, 2012). Therefore, the prospective teachers with moderate and high levels of TPACK perceptions made their decisions for related software successfully, in this study.…”

Section: Discussionmentioning

confidence: 99%

“…TPACK provides ability of interpreting the relationships between content, pedagogy and technology knowledge, and with TPACK, teachers are able to teach concepts by using appropriate pedagogical strategies and suitable technological tools (Schmidt, Baran, Thompson, Mishra, Koehler & Shin, 2009). For example, for the case of teaching a geometrical concept by using DGS teacher should understand how to illustrate or use these illustrations within DGS, should know and administrate appropriate pedagogical techniques needed to represent the concept in DGS, should deal with any challenges or benefit of using DGS, and should foresee that the DGS is more suitable for learning the concept than other tools (Yiğit, 2012).…”

Section: Motivation For the Studymentioning

confidence: 99%

Prospective Mathematics Teachers’ Technology Usages: A Case for Dynamic Geometry Software

Özçakır¹

2019

ADN

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The purpose of the study is to introduce dynamic geometry software to prospective mathematics teachers and investigate their usage processes of technology on a geometric task. The participants of the study were three prospective mathematics teachers purposefully selected from 52 sophomores by their technological pedagogical content knowledge scores. A geometry task was given to each participant and their progresses on three dynamic geometry software were observed regarding their reasons for selection and usage. According to results, it was raised that technological pedagogical content knowledge of prospective teachers have great influences on purposes of using drag and measurement features of dynamic geometry software. The participants reached appropriate generalization using Geometry Expressions with its symbolic nature thus they stated it as easy to use while testing constructions or exploring geometrical constructs.

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“…This illustrates the importance of TPACK early on in the curriculum through multiple vehicles such as a math methods class and a technology-intensive class. For example, in another recent research article, researchers found that pre-service teacher's involvement in technology-enhanced lessons or courses were the main way they developed their TPACK (Yigit, 2014).…”

Section: Literature Review Theme One: Developing Tpackmentioning

confidence: 99%

TPACK + Mathematics: A Review of Current TPACK Literature

Stapf¹,

Martin²

2019

IJITE

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This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.

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A Review of the Literature: How Pre-service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge

Cited by 42 publications

References 13 publications

A Model for Understanding Educational Facebook Use

A Model for Understanding Educational Facebook Use

Prospective Mathematics Teachers’ Technology Usages: A Case for Dynamic Geometry Software

TPACK + Mathematics: A Review of Current TPACK Literature

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