Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach

Niess, Margaret L.; Gillow-Wiles, Henry

doi:10.14742/ajet.3473

Cited by 39 publications

(30 citation statements)

References 21 publications

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“…We hypothesize that our use of TPACK in the design and implementation of the dINB is a model for developing teachers' knowledge of effective use of technology. There is a growing need to connect evidence of teachers' use of technology as mathematics learners with a meaningful improvement of content instruction through technology (Niess and Gillow-Wiles, 2017) in primary and secondary teaching. The global transition to online and blended learning models necessitated by COVID-19 may present new opportunities to shift educational practice beyond the pandemic (Li and Lalani, 2020).…”

Section: Discussionmentioning

confidence: 99%

Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments

Galanti

Baker

Morrow-Leong

et al. 2020

ITSE

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Purpose In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented. Design/methodology/approach The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course. Findings Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms. Originality/value The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers’ experiences as learners increased their TPACK knowledge.

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Section: Discussionmentioning

confidence: 99%

Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments

Galanti

Baker

Morrow-Leong

et al. 2020

ITSE

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“…The literatures were identified by exploring Scopus database with keywords "pedagogical reasoning" or "curricular reasoning" or "instructional reasoning" or "practical reasoning" or "reflective reasoning" or "reasoning * teaching" or "reasoning * learning" or reasoning * student" AND "mathematics" or "mathematical" AND "teacher". The total of 30 articles were located, through the selection process, the 13 articles (Andrews-Larson, Wilson, & Larbi-Cherif, 2017;Arani, 2017;Aydogan Yenmez, Erbas, Cakiroglu, Cetinkaya, & Alacaci, 2018;Baldinger, 2020;Chen, Marshall, & Horn, 2020;Choy, 2016;Dyer & Sherin, 2016;Horn, 2010;Kim, Metzger, & Heaton, 2019;Lesseig et al, 2017;McDuffie & Mather, 2009;Niess & Gillow-Wiles, 2017;Von Minden, Walls, & Nardi, 1998) were included in this review study.…”

Section: Methodsmentioning

confidence: 99%

The tools related to mathematics teachers’ pedagogical reasoning: critical review

Yang

Tambunan

2021

7th International Conference on Higher Education Advances (HEAd'21)

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Shulman (1987) introduced pedagogical reasoning in his model of pedagogical reasoning and action, refers to the phases of activities involving comprehension, transformation, instruction, evaluation, and reflection. The present study aims at a critical review on the tools for investigating the phases of pedagogical reasoning and action for mathematics teachers. Based on a focused search in the database Scopus, 13 articles were reviewed. Findings showed three categories included mathematical tasks, teaching materials and videos. We further classified each category and connected it with Shulman’s phases of pedagogical reasoning. Mathematical tasks are classified as pure mathematical tasks and mathematical pedagogical tasks which can be connected to comprehension and transformation phases. Teaching materials are classified into three sub-categories, including materials in planning session, in implementation session, and after implementation which can be connected to comprehension and transformation, instruction, and evaluation and reflection phases, respectively. Lastly, videos are classified into three subcategories including video of self-teaching, others teaching, and movie which connected to evaluation and reflection phases. Two findings are highlighted including (1) the correspondence between the tools for pedagogical reasoning and Shulman’s phases of pedagogical reasoning and (2) the features of each sub-category of the tools related to pedagogical reasoning.Keywords: mathematics teachers; pedagogical reasoning

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“…It also creates opportunities for participants to reorganize their knowledge, communicate knowledge in various ways [13], and promote students' self-assessments and reflections on their practice. Many students exhibit satisfaction learning in such technological environments [9] and for students with low self-esteem, the experience improves social integration and reduces learning barriers [19].…”

Section: Theoretical Framework 21 Integrating Online Social Networkmentioning

confidence: 99%

Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook

Biton¹,

Segal²

2021

Teacher Education - New Perspectives

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We present here a study in which a digital-based communication platform is used for collaborative work in the learning and teaching processes. In this case, we focused on Facebook as the online social network to help motivate high-school students to become well prepared for their Bagrut (matriculation) exam in mathematics. To this end, the Center for Educational Technology (CET) established a “virtual review session” on Facebook before the exam in which 614 students and 16 teachers participated. We aimed to answer two questions: what learning and teaching opportunities can Facebook offer to prepare students for the mathematics matriculation exam? and how do students and teachers perceive learning processes via social networks? Our analysis was qualitative. The findings indicate that Facebook, for one, can offer excellent learning and teaching opportunities as a result of the interactions that evolve between the students themselves and between the students and teachers. For the students, this digital social platform helps promote peer evaluation, exposes them to a wide range of questions and solutions, and fosters the development of mathematical thinking and creativity. For the teachers, it helps expand their technological and pedagogical-mathematical knowledge.

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Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach

Cited by 39 publications

References 21 publications

Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments

Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments

The tools related to mathematics teachers’ pedagogical reasoning: critical review

Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook

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