Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

Rakes, Christopher R.; Stites, Michele L.; Ronau, Robert N.; Bush, Sarah B.; Fisher, Molly H.; Safi, Farshid; Desai, Siddhi; Schmidt, Ashley; Andreasen, Janet B.; Saderholm, Jon; Amick, Lisa; Mohr-Schroeder, Margaret J.; Viera, Julian

doi:10.3390/educsci12020133

Cited by 24 publications

(10 citation statements)

References 36 publications

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“…Based on the analysis of lesson plans, low levels of TPACK were observed, especially in terms of the knowledge types related to technology knowledge. The related previous research have claiming that PMTs could not be at a sufficient level in technology-related knowledge if they did not acquire experiences with technological tools during their undergraduate education (Bilici & Guler, 2016;Mouza et al, 2014;Pamuk et al, 2012;Rakes et al, 2022) confirm this finding. On the other hand, after the implementation of HLT throughout an undergraduate course, it was seen that the PMTs' knowledge levels in terms of all types of TPACK (CK, PK, PCK, TK, TCK, TPK, and TPACK) were improved.…”

Section: Discussionsupporting

confidence: 61%

Development of TPACK with Web 2.0 tools: Design-based study

et al. 2023

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This mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional sequence, pre-service teachers were given training based on the designed hypothetical learning trajectory. The data collected through the lesson plans before and after the training and interviews were organized and analyzed by using the rubric prepared within the scope of Web 2.0 tools by the researchers. Moreover, the pre-training and post-training scores obtained using this performance rubric were analyzed with the related sample t-test. In addition, learning packages and interviews were analyzed using content analysis technique. The findings showed that there was an improvement in the technological pedagogical content knowledge of the pre-service mathematics teachers with the training provided for the use of Web 2.0 tools in mathematics education. In the study, an alternative educational content that can be used in lessons related to instructional technologies in undergraduate programs that train mathematics teachers has been prepared.

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Section: Discussionsupporting

confidence: 61%

Development of TPACK with Web 2.0 tools: Design-based study

et al. 2023

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“…Previous studies also indicate the benefits of TPACK [21][22][23][24] and TGT [25][26][27] on mathematics education. The TPACK model has been used to improve the quality of teaching in several math concepts (e.g, Geogebra).…”

Section: Introductionmentioning

confidence: 86%

Investigating the effectiveness of TPACK and TGT in enhancing histogram learning achievement among eighth-grade students

Promwongsai,

Poonputta

2023

ijirss

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This study aimed to explore the effects of employing the Technological Pedagogical Content Knowledge (TPACK) model integrated with the Teams Games Tournament (TGT) collaborative instructional approach in teaching the concept of histograms to eighth grade students. Additionally, the research sought to assess the students' satisfaction with this integrated method during the learning process. The participants in the study comprised 44 eighth-grade students from a public school in Thailand. Three primary instruments used in this study are the learning management plan, a learning achievement test and a satisfaction questionnaire. The findings of the study indicate that the integration of the TPACK model with TGT collaborative learning had a positive impact on the participants' comprehension and knowledge of histograms. The interactive and cooperative nature of TGT activities in addition to the integration of technological, pedagogical and content knowledge increased the learning outcomes of the students. Additionally, the participants expressed a high level of satisfaction with the integrated TPACK and TGT frameworks learning experiences. This suggests that the collaborative and technology-enhanced approach fostered a positive and engaging learning environment, facilitating a deeper understanding of the histogram concept. These findings contribute to the existing body of knowledge on innovative instructional methods and provide valuable insights for educators seeking to enhance students' learning experiences in mathematics and other related subjects.

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“…These findings suggest that explicit focus on using technology for mathematics conceptual understanding may be necessary for TCs to improve their TPACK. The study's use of the PrimeD and TPACK frameworks and the NIC approach provides a useful model for teacher professional development in implementing technology in the classroom [49]. Dhingra emphasizes the critical need for clear descriptions of adult educator support roles in online education and convenient assessment methods for online learning platforms, given their central importance in today's world.…”

Section: Theme 2: Innovative Approaches In Teaching and Learning Tech...mentioning

confidence: 99%

Advancing Education through Technology Integration, Innovative Pedagogies and Emerging Trends: A Systematic Literature Review

Fanidawarti Hamzah,

Abdul Hakim Abdullah,

Widad Ma

2024

ARASET

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The integration of technology in education, along with innovative pedagogies and emerging trends, is driving a transformation in the learning landscape. This advancement aims to enhance student engagement, critical thinking skills, and access to resources. Methods: This paper reviews studies conducted between 2019 and 2023 that focus on advancing education through technology integration, innovative pedagogies, and emerging trends. The PRISMA approach, a systematic literature review standard, is employed, and the analysis includes training, validation, and testing stages. The search is based on the keyword 'educational technologies,' and document types, year, country, authors, field research, and place of publication are examined. Results: The review reveals the potential of technology integration, innovative pedagogies, and emerging trends in transforming education. The use of project-based learning, flipped classrooms, and collaborative learning promotes active student participation and fosters creativity and problem-solving abilities. Personalized learning, adaptive learning platforms, and virtual reality offer tailored and immersive educational experiences. Conclusions: While the reviewed studies highlight the benefits of technology integration, innovative pedagogies, and emerging trends, limitations in current methodologies exist. Further research is needed to overcome these limitations and develop effective solutions. The findings of this study provide a foundation for future research and inspire the exploration of new approaches to advancing education through technology integration, innovative pedagogies, and emerging trends.

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Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

Cited by 24 publications

References 36 publications

Development of TPACK with Web 2.0 tools: Design-based study

Development of TPACK with Web 2.0 tools: Design-based study

Investigating the effectiveness of TPACK and TGT in enhancing histogram learning achievement among eighth-grade students

Advancing Education through Technology Integration, Innovative Pedagogies and Emerging Trends: A Systematic Literature Review

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