An Assessment of Pre-Service Mathematics Teachers’ Techno-Pedagogical Content Knowledge regarding Geometry

SARALAR-ARAS, İpek; Birgili, Bengi

doi:10.52380/ijpes.2022.9.4.920

Cited by 3 publications

(2 citation statements)

References 46 publications

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“…The findings of this study underscore the effectiveness of the RETA model in positively influencing the STEM attitudes of senior-grade pre-service teachers. As seen in other topics, the integration of Realistic, Exploratory, Technology-enhanced, and Active principles in lesson planning in fractions and integers contributed to a perceptible shift in participants' perceptions and beliefs regarding STEM education (Renkl, 2011;Saralar-Aras & Tiflis, 2020). This study revealed that providing training that encourages pre-service teachers to use these resources in courses created with appropriate technology-enhanced mathematics resources positively impacted their attitudes towards the STEM approach.…”

Section: Discussionmentioning

confidence: 68%

Transforming STEM Education: The Impact of the RETA Model on Pre-Service Teachers' Attitudes and Lesson Planning

Türker Biber,

Saralar-aras

2024

E-Kafkas Eğitim Araştırmaları Dergisi

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This study investigates the influence of an innovative teaching model, the Realistic, Exploratory, Technology-enhanced, and Active (RETA) model, on the STEM attitudes of senior-grade pre-service teachers. The research involved 65 participants from a public university in Turkey. Employing a comprehensive approach, the study utilized a STEM attitude scale, a RETA-based lesson evaluation rubric, and semi-structured interviews to gather both qualitative and quantitative data. The results revealed a noteworthy correlation between pre-service teachers with positive attitudes towards the RETA approach and their heightened efficacy in developing impactful lesson plans. Through the application of the RETA model, participants demonstrated an increased inclination towards innovative teaching strategies, emphasizing the integration of 21st-century skills. Furthermore, post-course assessments indicated a significant positive shift in attitudes, with participants recognizing the model's potential to foster equity within their teaching practices. This research contributes valuable insights into the integration of digital technologies in the classroom, offering a robust framework for pre-service teachers to enhance their pedagogical approaches.

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Section: Discussionmentioning

confidence: 68%

Transforming STEM Education: The Impact of the RETA Model on Pre-Service Teachers' Attitudes and Lesson Planning

Türker Biber,

Saralar-aras

2024

E-Kafkas Eğitim Araştırmaları Dergisi

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“…Teacher knowledge is essential in classroom instruction (Saralar, 2016). Kurt (2019), as cited in Shulman's, classifies teacher knowledge into content, general pedagogy, curriculum, pedagogical content knowledge, awareness of learners, understanding of academic settings, and educational objectives, goals, and moral standards.…”

Section: Tpack Frameworkmentioning

confidence: 99%

Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction

Addico

Ali

Adzifome

2023

JASME

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The study aimed to assess student-teachers preparedness for technological pedagogical content knowledge of Mathematics instruction. The design was the survey, and the sampling technique was the simple random technique. A structured questionnaire was used to collect data to analyze the research questions. The data for research question one was analyzed using means and standard deviations, while we used a One-way Multivariate Analysis of Variance to analyze data for research question two. The results and findings revealed that student-teachers were generally prepared. However, they were more prepared for technological knowledge. This was depicted in the significant differences in preparedness. It was concluded that stakeholders assess the content needs and include mathematical models that address needs, pedagogy, and content knowledge. This finding calls for continuous updates of the mathematics curriculum to ensure comprehensive and effective preparedness.

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Examining the Mind Mapping Model in Mathematics Learning for Elementary School Students: Self-Efficacy and Motivation

Widyastuti,

Herwin

2024

j. ilm. sekol. dasar

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The challenges of student learning in the 4.0 era must be balanced with mastery of 21st century skills. Mastery of skills must be balanced with students' mental maturity. The mental maturity of student learning can be developed by applying an effective learning model. The mind mapping learning model has various advantages for shaping the maturity of students' thinking patterns. This research was conducted with the aim of examining the application of the mind mapping model for self-efficacy and student motivation. The research subjects were 10 grade IV elementary school students. This research method is a quasi-experimental study that compares pretest and posttest values. The data collection techniques used were observation and interview techniques, which were converted into a value of 1–100. Data analysis was carried out, both quantitatively and qualitatively. The results of the study showed that there was an increase in pretest self-efficacy to posttest 1 of 12.4 points, and an increase in posttest 1 to posttest 2 of 9.4 points. The results of observing student motivation at the pretest to posttest stage were 10.8 points, and a significant increase from the results of posttest 1 to posttest 2 was 23.6 points. The research findings are that the mind mapping model increases student self-efficacy, increases student motivation, and has significant advantages for elementary school students. An interesting finding is that students' mentality can be more stable with the application of mind mapping, with indications of independence, initiative, courage, and a change in perception of mathematics.

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An Assessment of Pre-Service Mathematics Teachers’ Techno-Pedagogical Content Knowledge regarding Geometry

Cited by 3 publications

References 46 publications

Transforming STEM Education: The Impact of the RETA Model on Pre-Service Teachers' Attitudes and Lesson Planning

Transforming STEM Education: The Impact of the RETA Model on Pre-Service Teachers' Attitudes and Lesson Planning

Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction

Examining the Mind Mapping Model in Mathematics Learning for Elementary School Students: Self-Efficacy and Motivation

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