TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Abstract

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 year 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. Three instruments with situations involving the quadratic function were created to determine students’ knowledge. They were also asked to design their own situation to teach an element linked to this topic, which was then shared and evaluated by their peers. 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.

Improving Algebraic Thinking and Productive Desire among a Training Program Based on (TPACK) Model in Jordan

“…The results of the first question indicated that there are statistically significant differences in the algebraic thinking test between the performance of the experimental and control groups in favor of the experimental group, whether in the test as a whole, or in each area of algebraic thinking, it can be said that the training program has helped the teachers to enhance their knowledge of the model and align the intended learning outcomes, and helped the teachers identify the areas of algebraic thinking and Allocate tasks and skills that support areas of algebraic thinking. The results of the experimental group in the algebraic thinking test proved superior compared to the control group, and it can be said that the training program has helped the teachers to improve performance in the areas of algebraic thinking, where the value of (ή2) for each area of algebraic thinking came within the category (0.78 -0.89), which is statistically significant, and perhaps this is consistent with the study of study of López et al (2021) in identifying conceptual and procedural errors associated with areas of algebraic thinking through appropriate modeling and non-routine problem solving that develop algebraic thinking skills.…”

“…it is cleared that there are studies that dealt with algebra as educational content within the model and dealt with improving thinking by applying (TPACK) model among teachers in the context of training programs, while studies dealt with mathematical prowess, or one of its fields as a variable, or investigated the relationship of applying the model with other variables for teachers. The diversity in objectives, procedures, and results of these studies on the application of the model in training programs directed to teachers were demonstrated, as studies were similar in the application of the model within the content of algebra McKitrick-Rojas (2022), López et al(2021), Lyublinskaya and Tournaki (2012) and Riales (2011) and the results of the studies showed an effect of applied the model for the content of algebra as in a study Riales (2011), and studies were similar in the application of the model within one of the areas of mathematical prowess, or an indicator of productive desire as in a study Kartal and Cinar (2022) and Kim (2018).…”

“…Rakes et al (2022) also examined the use of the (TPACK) model by secondary mathematics teachers in the conceptual understanding of mathematics from university teacher preparation programs, and the mixture design was followed for one group beforeafter, and the study sample included (17) teachers in the United States of America, and teaching practices were monitored to measure the effectiveness of teaching mathematics within the content of numbers, geometry, and algebra, and (34) video examined the performance of the study sample during teaching, and the results indicated the ability of teachers to The use of technology to improve the application of mathematical thinking fields in favor of dimensional application. López et al (2021) dealt with the topic of teaching quadratic coupling to mathematics teachers in Costa Rica according to (TPACK) model, and the study followed the qualitative approach with a sample of ( 27) teachers, and they were registered in courses related to the three basic areas of the model, a questionnaire consisting of (17) different mathematical questions and tasks was applied about quadratic coupling with the application of (GeoGebra) and the design of an element associated with quadratic conjugation, and the results showed that the participants possess special basic knowledge on the subject of quadratic coupling according to the model, and identifying conceptual and procedural errors associated with the concept of conjugation through appropriate modeling and solving non-routine problems that develop algebraic thinking skills in favor of the model. Saritepeci (2021) discussed one of the main obstacles associated with the integration of technology in education by studying the relationship between classroom management in technology-rich courses and computational thinking according to (TPACK), the descriptive approach was adopted through relational examination The application of data collection tools, and the study sample consisted of (125) secondary school teachers in Turkey, the computational thinking scale includes (29) items in five sub-dimensions: Creativity, algorithmic thinking, collaboration, critical thinking, and problem solving, and the results showed that the relationship of performance within the dimensions of computational thinking came in favor of the model.…”

Aspects Considered by a Prospective Teacher When Reflecting on a Virtual Classroom

“…TPACK thus offers a system for the organization of knowledge that teachers have (or should have) about the use of technologies in processes of instruction (Morales-López et al, 2021). To accomplish this, the TPACK model requires the use of strategies that are appropriate for each type of content.…”