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Preservice Mathematics Teachers’s TPACK Development in Statistics Teaching: A Microteaching Lesson Study
Date
2018-07-13
Author
Birel, Gamze
Çakıroğlu, Erdinç
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This study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching that involves virtual manipulatives, in the context of a microteaching lesson study (MLS). Theoretical framework was based on the TPACK framework (Koehler & Mishra, 2009). MLS group which consists of 5 participants studied on a research lesson and implemented it. How TPACK of preservice elementary mathematics teachers was supported regarding the teaching statistics through virtual manipulatives (VM) and how their knowledge domains were affected by MLS are the research questions of this study. The findings showed that preservice mathematics teachers’ TPACK changed and developed through MLS. They were observed to have significant developments regarding some TPACK knowledge domains.
URI
https://hdl.handle.net/11511/81853
https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_C102.pdf
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G. Birel and E. Çakıroğlu, “Preservice Mathematics Teachers’s TPACK Development in Statistics Teaching: A Microteaching Lesson Study,” 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/81853.
