Ng, O., & Chan, T. (2021). In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action”. British Journal of Educational Technology, 52(2), 751–767. https://doi.org/10.1111/bjet.13053 Abstract: “We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in-service secondary mathematics teachers’ noticing upon watching…
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Kurban, K. (2020). Characterizing middle grade mathematics teachers’ technological pedagogical content knowledge (TPACK) using a robust data set. The Texas Forum of Teacher Education, 10, 3-16. https://txate.org/resources/Documents/Kurban%202020.pdf Abstract: “Teachers’ combined knowledge of contents, technologies, and the pedagogical methods has become a focus of understanding and evaluating teachers’ quality. Much of the research uses…
Comments closedKhoza, S. B., & Biyela, A. T. (2019). Decolonising technological pedagogical content knowledge of first year mathematics students. Education and Information Technologies, 25, 2665-2679. https://doi.org/10.1007/s10639-019-10084-4 Abstract: “Decolonising students’ knowledge of technology, pedagogy, and mathematics content is important because it helps students understand their learning needs. Decolonisation is a process of critiquing and renewing the…
Comments closedBaşaran, B. (2020). Investigating science and mathematics teacher candidate’s perceptions of TPACK-21 based on 21st century skills. Elementary Education Online, 19(4), 2212-2226. https://doi.org/10.17051/ilkonline.2020.763851 Abstract: “Twenty-first century teachers are expected to have the ability to benefit from collaboration, problem solving, creative and innovative thinking, information and communication technology (ICT) applications. Teachers…
Comments closedBackfisch, I., Lachner, A., Hische, C., Loose, F. & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66. https://doi.org/10.1016/j.learninstruc.2019.101300 Abstract: “In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e.,…
Comments closedAssadi, N., & Hibi, W. (2020). Developing pre-service teachers’ mathematics TPACK through an integrated pedagogical course. Creative Education, 11(10), 1890-1905. https://doi.org/10.4236/ce.2020.1110138 Abstract: “Lesson planning and presentation are regarded as an effective method that allows pre-service teachers to gain experience in the instructional processes and improve teaching skills. Lesson Portfolio and…
Comments closedAnat, K., Shirley, R., & Hanna, L-Z. (2020). Building a computerized dynamic representation as an instrument for mathematical explanation of division of fractions. International Journal of Mathematical Education in Science and Technology, 51(2), 247–264. https://doi.org/10.1080/0020739X.2019.1648888 Abstract: “This study describes a teaching process that offers teachers and pupils ways of constructing…
Comments closedAlrwaished, N., Alkandari, A., & Alhashem, F. (2017). Exploring in- and pre-service science and mathematics teachers’ technology, pedagogy, and content knowledge (TPACK): What next? Eurasia Journal of Mathematics, Science and Technology Education, 13(9), 6113-6131. https://doi.org/10.12973/eurasia.2017.01053a Abstract: “The call to reform education systems is being heard in many countries around the…
Comments closedAçıkgül, K. (2020). The effect of technological pedagogical content knowledge game activities supported micro-teaching practices on preservice mathematics teachers’ self-efficacy perception. Acta Didactica Napocensia, 13(2), 157-173. https://doi.org/10.24193/adn.13.2.11 Abstract: “The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice…
Comments closedKinnari-Korpela, H. (2019). Enhancing learning in engineering mathematics education: Utilising educational technology and promoting active learning (Doctoral dissertation, Tampere University of Technology, Tampere, Finland). Retrieved from https://tutcris.tut.fi/portal/files/18101298/kinnari_korpela.pdf Abstract: “This study contributes to the discussion of development of engineering mathematics education from two different perspectives: to explore the possibilities to enhance engineering mathematics teaching…
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