A Pre-service mathematics teacher’s technological pedagogical content knowledge regarding different views of 3-d figures in geometry

Download

index.pdf

Date

2016

Author

Saralar, İpek

Metadata

Show full item record

Item Usage Stats

234
views

142
downloads

This study attempted to investigate a pre-service mathematics teacher’s Technological Pedagogical Content Knowledge regarding different views of 3-D figures in geometry. Data were collected from a pre-service teacher, enrolled in one of the large public universities in Ankara while she was teaching different views of 3-D figures in seventh-grade level in one of the private schools. Interviews, observations, field notes, GeoGebra files, and lesson plans were the data collection tools used in the study. Data analysis revealed that the participant’s TPACK level increased during school experience course. State differently, there was a development in the preservice teacher’s TPACK level. While there was just a slight increase in technology integration to the curriculum and access of students to technology levels, there was a significant rise in teaching and learning with technology levels of the participant during school experience course. Findings of the study show that there is a need for complementary technology courses during school experience course in teacher education programs because teacher candidates need necessary competencies in using technology like selection and usage of appropriate technology to provide effective teaching in mathematics classes.

Subject Keywords

Mathematics, Science, Pedagogical content knowledge., Student teachers, Student teachers, Teaching, Learning, Psychology of.

URI

http://etd.lib.metu.edu.tr/upload/12619951/index.pdf
https://hdl.handle.net/11511/25620

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry Bulut, Aykut; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The aim of this study is to investigate perceptions of preservice mathematics teachers’ technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers’ technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are en...
An Investigation of prospective secondary mathematics teachers’ thinking about mathematical modeling and pedagogy of modeling throughout a modeling course Korkmaz, Himmet; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2014) The purpose of this study is to investigate the evolution of prospective secondary mathematics teachers’ thinking about mathematical modeling and pedagogical knowledge of mathematical modeling throughout a modeling course designed for teachers. This study utilizes case study as a research design. The participants were 25 prospective secondary mathematics teachers enrolled in a course entitled “Mathematical Modeling for Prospective Teachers” in a public university, in Ankara during the spring semester of 201...
Pre-service middle school mathematics teachers’ pedagogical content knowledge regarding the area of triangles Bilik, Aslı; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2016) The purpose of this study was to investigate pre-service middle school mathematics teachers’ pedagogical content knowledge on the concept of the area of triangles. In this respect, pre-service teachers' pedagogical content knowledge with respect to students' possible misconceptions/ difficulties regarding the area of triangles and the strategies that pre-service teachers employed to overcome these misconceptions/difficulties were examined. To conduct an in-depth investigation regarding the purpose of the st...
Pre-service elementary mathematics teachers' knowledge about definitions of integers and their knowledge about elementary students' possible misconceptions and errors in describing integers Kubar, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2012) The aim of the study is to examine the nature of pre-service elementary mathematics teachers’ subject matter knowledge about definition of integers and the nature of pre-service elementary mathematics teachers’ pedagogical content knowledge about definitions of integers. For this purpose, pre-service mathematics teachers’ knowledge about definitions of integers, their interpretations of quoted definitions of integers, their knowledge about elementary students’ possible misconceptions and errors regarding de...
Technological pedagogical content knowledge (tpack) development of preservice middle school mathematics teachers in statistics teaching: a microteaching lesson study Kurt, Gamze; Çakıroğlu, Erdinç; Department of Elementary Education (2016) The current study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching with virtual manipulatives in the context of a microteaching lesson study (MLS). Since “technology integration is described by how and why it is used rather its amount or type”, integrating technology into education necessitates investigation of instructional uses of digital tools and resources (Earle, 2002, p. 8). TPACK framework suggested by Koehler an...

Citation Formats

İ. Saralar, “A Pre-service mathematics teacher’s technological pedagogical content knowledge regarding different views of 3-d figures in geometry,” M.S. - Master of Science, Middle East Technical University, 2016.