Knowledge evidenced by prospective mathematics teachers when performing a task involving geometry, teaching and the use of technology

Morales-López, Yuri

doi:10.17648/acta.scientiae.v21iss2id5081

Cited by 9 publications

(7 citation statements)

References 8 publications

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“…There are different systems that allow organizing mathematical knowledge for teaching; the Technological Pedagogical Content Knowledge (TPACK) model proposed by [11] in 2006, emerged as a theoretical foundation for research in the area of educational technology. The model describes the forms of knowledge that teachers must possess to effectively integrate technological tools in the teaching process (references to other models can be found in [12]).…”

Section: Identification Of Technological Pedagogical and Content Knowledge In Teacher Trainingmentioning

confidence: 99%

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Morales-López¹,

Chacón-Camacho²,

Vargas-Delgado³

2021

Preprint

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The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second-level of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. A theoretical inquiry was carried out that allowed the creation of an instrument that made possible the description of the participants’ knowledge based on this model focused on the topic of quadratic function. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.

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Section: Identification Of Technological Pedagogical and Content Knowledge In Teacher Trainingmentioning

confidence: 99%

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Morales-López¹,

Chacón-Camacho²,

Vargas-Delgado³

2021

Preprint

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“…Information and communication technologies have produced numerous changes in learning and teaching, not only because they offer new opportunities to students, but because they have affected teaching methods and teachers' beliefs (Erdogan & Sahin, 2010). Specifically, in mathematics class, the use of technology is a research topic of particular relevance given the need to provide students with experiences that activate fundamental processes, such as conjecture and argumentation (Ljajko, 2016;Morales-López, 2019). However, numerous studies show that teachers -in mathematics and other disciplinesdo not usually take advantage of all the benefits technology could bring to their teaching (Bate et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…The TPACK model (Mishra & Koehler, 2006) was designed precisely to identify the types of knowledge teachers must master to integrate technology into their teaching. In recent years, numerous researchers have adopted this framework perspective to analyse the results of their studies (Bate, 2010;Beltrán-Sánchez et al, 2019;Castellanos et al, 2017;Cózar et al, 2015;Kushner y Ward, 2013;Mouza et al, 2014;Tsai & Chai, 2012) specifically on the teaching of mathematics, which is the area in which our work is framed (Arnal-Bailera & Oller-Marcén, 2017;Dockendorff & Solar, 2018;Durdu & Dag, 2017;Morales-López, 2019;Özgün-Koca et al, 2010). In fact, the technological component is concretised in these latest works in the use of Geogebra dynamic geometry software, which is also the one we have chosen in our research for its didactic potentialities (promotion of understanding of mathematical content, development of problem solving skills, etc.…”

Section: Introductionmentioning

confidence: 99%

Prospective Teachers’ Difficulties in Integrating Technology Into Problem Solving and Teaching on Rational Numbers

González

Arnal-Bailera

2021

Acta Sci.

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Background: The use of technology in mathematics teaching is fundamental because it enables students to activate basic mathematical processes. This makes it necessary to carry out studies to identify the prospective teachers' knowledge, so technology can be integrated into their teaching. Models such as TPACK have been developed precisely to analyse the results of this type of study. Objectives: Describe the prospective teachers' challenges to integrating technology into their explanations. Design: The study carried out is exploratory, with a descriptive purpose. Settings and participants: The research was carried out with a sample of 47 pairs of prospective teachers from the University of Zaragoza. Data collection and analysis: We used a data collection tool consisting of a task that involves solving a problem of products of fractions and designing the corresponding explanation for some hypothetical students of the early years, with and without technology. These data are analysed under the TPACK framework. Results: We identified and analysed the difficulties that our prospective teachers present in the face of some relationships between technology and content, and others of a pedagogical-mathematical nature, to relate different interpretations of the rational number adequately, and their tendency not to include technological tools to design their explanations. Conclusions: Our analysis allows us to propose actions to improve our teachers' education to include technology in their classes.

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“…This theoretical framework has been selected because multiple studies have supported the conclusion that reflections can be productively organized using theoretical and methodological tools of the OSA (e.g., Alpízar-Vargas & Morales-López, 2019;Morales-López, 2019;Morales-López & Font, 2019;Seckel & Font, 2020).…”

Section: Introductionmentioning

confidence: 99%

Helping Preservice Teachers to Reflect

Morales-López¹,

Araya-Román

2020

Acta Sci.

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Teacher reflection is a mechanism to evaluate and improve the educational practice. To achieve an efficient reflection, it is convenient to have guidelines that support this activity. In this paper it examines the incidence of studying basic notions of the onto-semiotic approach to develop the ability of future math teachers to reflect on teaching practices. The study was conducted during the second semester of 2018 with seven students, in three phases: first, participants reflected on the classroom practice observed in a video sequence, without intervention; second, training was given on some theoretical notions of the onto-semiotic approach; and third, a new reflective session was conducted on the continuation of a video sequence. Data analysis was focused on identifying and comparing elements referring to indicators of suitability present in both reflections. Results show that participants manage to express clearer ideas, and, mainly make justifications about their value judgments. It has been determined that, with the appropriate use of concepts from a theoretical framework of didactic analysis and guided reflection, there was a change in the nature of the reflection made by future teachers, moving from the description of events to the interpretation and analysis of situations.

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Knowledge evidenced by prospective mathematics teachers when performing a task involving geometry, teaching and the use of technology

Cited by 9 publications

References 8 publications

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Prospective Teachers’ Difficulties in Integrating Technology Into Problem Solving and Teaching on Rational Numbers

Helping Preservice Teachers to Reflect

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