Yenmez, A. A. (2017). An examination of the effectiveness of instruction in which pre-service mathematics teachers use technology to overcome student difficulties. Journal of Education and Practice, 8(5), 1-21. Abstract: “It is seen that students face certain difficulties when learning the concepts and the relationships between them in the mathematics education…
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Urbina, A. & Polly, D. (2017). Examining elementary school teachers’ integration of technology and enactment of TPACK in mathematics. The International Journal of Information and Learning Technology, 34(5), 439-451. https://doi.org/10.1108/IJILT-06-2017-0054 Abstract: “Purpose This study examined how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer…
Comments closedKaratas, I., Tunc, M.P., Yilmaz, N., & Karaci, G. (2017). An investigation of technological pedagogical content knowledge, self-confidence, and perception of pre-service mathematics teachers towards instructional technologies. Educational Technology & Society, 20(3), 122-132. Abstract: “Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate…
Comments closedYildiz, A., & Baltaci, S. (2017). Reflections from the lesson study for the development of techno-pedagogical competencies in teaching fractal geometry. European Journal of Educational Research, 6, 41–50. doi:10.12973/eu-jer.6.1.41 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological,…
Comments closedYildiz, A. (2017). The factors affecting techno-pedagogical competencies and critical thinking skills of preservice mathematics teachers. Malaysian Online Journal of Educational Sciences, 5(2), 66–81. Abstract: “Students’ high-level thinking skills, like critical thinking, have been developed thanks to the use of technology. When the previous researches in the literature are analyzed, it…
Comments closedYan, Z., Chai, C. S., & So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3755 Abstract: “This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection…
Comments closedMuhtadi, D., Wahyudin, Kartasasmita, B. G., & Prahmana, R. C. I. (2017). The integration of technology in teaching mathematics. Journal of Physics: Conference Series, 943(2017). doi:10.1088/1742-6596/943/1/012020 Abstract: “This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching…
Comments closedArdic, M. A., & Isleyen, T. (2017). High school mathematics teachers’ levels of achieving technology integration and in-class reflections: The case of Mathematica. Universal Journal of Educational Research, 5(12B), 1–17. doi:10.13189/ujer.2017.051401 Abstract: “The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra…
Comments closedHuzzie-Brown, A. (2018). Beliefs vs. behavior of elementary teachers integrating technology into mathematics(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10743866) Abstract: “Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this…
Comments closedDede, E. (2017). Turkish pre-service secondary mathematics teachers: An examination of TPACK, affect, and their relationship (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10607510) Abstract: “Pre-service teachers’ knowledge, beliefs or attitudes gained during their undergraduate education is one of the most influential factors shaping their future teaching…
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