Huang, X. (2018). Theoretical analysis of TPACK knowledge structure of mathematics teachers based on T-TPACK mode. Educational Sciences: Theory & Practice, 18(5), 2044–2053. https://www.researchgate.net/publication/329913569_Theoretical_analysis_of_TPACK_knowledge_structure_of_mathematics_teachers_based_on_T-TPACK_mode Abstract: “In this paper, we explore the T-TPACK knowledge structure of mathematics teachers and conduct [a] questionnaire test on teachers who have supportive attitudes toward using information…
Comments closedTag: mathematics teachers
Cekmez, E., & Guler, M. (2019). One problem, multiple solutions: The contribution of DGS to heuristics in the problem-solving process. Journal of Computers in Mathematics and Science Teaching, 38(3), 231–247. Retrieved from https://www.learntechlib.org/p/184718/ Abstract: “There is a large body of literature concerning the potential of dynamic geometry software (DGS) in the…
Comments closedDe Freitas, G., & Spangenberg, E. D. (2019). Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers. Pythagoras, 40(1), 1–13. https://doi.org/10.4102/pythagoras.v40i1.431 Abstract: “Many mathematics teachers struggle to effectively integrate information and communication technology (ICT) in their teaching and need continuous professional development programmes to improve their…
Comments closed