Session Information
24 SES 09, Issues in Mathematics Teacher Education II
Paper Session
Contribution
1. Introduction
Researchers have acknowledged the lack of adequate theoretical and professional frameworks that help and guide teachers to integrate technology in classrooms (Mishra & Koehler, 2006; Valanides & Angeli, 2008). As such, an important contribution of integrating educational technology in classrooms is educating mathematics teachers on how to effectively use technological frameworks in classrooms. An important way of providing support is to use the Technological Pedagogical Content Knowledge TPACK (Thompson & Mishra, 2007), is comprised from knowledge of content, pedagogy, and technology, as well as skills to use these interactions among these components (Koehler & Mishra, 2008). This framework was adopted by different researchers in a multitude of educational areas and it is considered to show promising results in integrating technology in teachers’ practices. In mathematics education, there were several studies in designing the TPACK framework. Most of the studies were developed for preservice mathematics teachers in secondary school (e. g. Niess 2009; Suharwoto 2006, Harrington, 2008; Cavin, 2007). Few studies were completed for inservice teachers in mathematics education.
This research aims to study the integration of technology in secondary school mathematics classrooms and explore the use of TPACK in order to improve the teaching of mathematics, through educational technology. As such, the goals of this research are:
1. To understand existent pedagogical development ideas and pedagogical models of knowledge in the context of integration of technology into mathematics education;
2. To document and analyze mathematics teachers’ choices in educational technology use;
3. To document and explore factors influencing these choices, and explain the relationships among the above two;
4. To create a pedagogical model and to propose improvements of pedagogical practices based on the advancements provided by this model.
Significance of the Research
This research provides an important way to recreate reciprocal relationships between mathematics education and educational technology, and also to renegotiate a large set of relations between teachers and students in integrating mathematics knowledge through technology. This study makes three main contributions to the research in mathematics teaching:
- To help teachers develop pedagogical skills and also a conceptual understanding in integrating technology in mathematic classrooms,
- To learn more about TPACK is designed as a theoretical approach to assisting secondary school mathematics teachers to use technology in teaching mathematical concepts, and
- To identify mathematics teachers' challenges with using educational technologies in classrooms, as they investigate pedagogical and technical issues and modalities designed to improve mathematical teaching skills.
The TPACK model describes experiences, challenges and solutions might that be adapted by any teacher involved in integrating technology in mathematics. This study can prove advantageous in several ways. As qualitative research, this study will provide to participants and readers multiple professional development benefits and will add to the body of research in mathematics teachers. In addition, a pedagogical model designed for supporting technology and integrating it with teaching practices and mathematics knowledge will be provided. This can lead to valuable insights into improving mathematical education by using educational technology.
Method
Expected Outcomes
References
References Abrami, P. C. (2001). Understanding and promoting using complex learning using technology. Educational research and Evaluation, 7, 113-136. Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Unpublished doctoral dissertation, Brigham Young University, AAT 3318618. Kaput, J ., Hegedus, S. & Lesh, R. (2007). Technology becoming infrastructural in mathematics education. In R.A. Lesh, E. Hamilton & J.Kaput (Eds) Foundations for the future in mathematics education (pp. 173-192). Mahwah, NJ: Lawrence Erlbaum Associates. Koehler, M. J. & Mishra, P. (2008). Introducing technological pedagogical content knowledge. In AACTE Committee on Innovation and Technology (Eds). , Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York: Routledge. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Mishra, P. & Koehler. M. J. (2008). Introducing Technological Pedagogical Content Knowledge. Paper presented at the Annual Meeting of the American Educational Research Association, New York City, March 24–28, 2008. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523. Niess, M. L. (2007, June). Mathematics teachers developing technological pedagogical content knowledge (TPCK). Paper presented at IMICT2007, Boston, MA. Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24. Suharwoto, G. (2006). Secondary Mathematics Preservice Teachers’ Development of Technology Pedagogical Content Knowledge in Subject-Specific, Technology-Integrated Teacher Preparation Program. Unpublished doctoral dissertation, Oregon State University, UMI: 3214376. Suharwoto, G. & Lee, K. H. (2005). Assembling the Pieces Together: What Are the Most Influential Components in Mathematics Preservice Teachers' Development of Technology Pedagogical Content Knowledge (TPCK)? Proceedings to the Annual Meeting of the Society for Information Technology & Teacher Education (SITE), Phoenix, AZ, Mar 1-5, 2005.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.