{"id":4527,"date":"2023-04-24T19:22:22","date_gmt":"2023-04-24T23:22:22","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=4527"},"modified":"2023-04-24T19:22:22","modified_gmt":"2023-04-24T23:22:22","slug":"4527","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/4527","title":{"rendered":""},"content":{"rendered":"\n<p>Guerrero-Ortiz, C. (2021). Pre-service mathematics teachers&#8217; technological pedagogical content knowledge: The case of modelling. In F. K. A. Leung, G. A. Stillman, G. Kaiser, &amp; K. L. Wong (Eds.), <em>Mathematical modeling education in east and west<\/em> (pp. 141-151). Springer. <a href=\"https:\/\/doi.org\/10.1007\/978-3-030-66996-6_12\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/978-3-030-66996-6_12<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>&#8220;In this chapter, the process of modelling task design for teaching mathematics in digital environments developed by secondary school mathematics pre-service teachers is examined. A way to visualise and integrate modelling and Technological Pedagogical Content Knowledge (TPACK) into an analysis framework is demonstrated to describe pre-service teachers\u2019 knowledge using an empirical study. This is followed by a qualitative case study highlighting the relationships that emerged between the modelling processes adopted by pre-service teachers while designing a task and their knowledge in relation to content, technology, and pedagogy. Findings yielded by this investigation deepen current understanding of pre-service teachers\u2019 knowledge and development of resources to support the integration of modelling and technology as a part of teaching practice.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Guerrero-Ortiz, C. (2021). Pre-service mathematics teachers&#8217; technological pedagogical content knowledge: The case of modelling. In F. K. A. Leung, G. A. Stillman, G. Kaiser, &amp; K. L. Wong (Eds.), Mathematical modeling education in east and west (pp. 141-151). Springer. https:\/\/doi.org\/10.1007\/978-3-030-66996-6_12 Abstract: &#8220;In this chapter, the process of modelling task design&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/4527\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5,14],"tags":[504,513,551],"coauthors":[2302],"class_list":["post-4527","post","type-post","status-publish","format-standard","hentry","category-book-chapter","category-empirical-research","tag-secondary-school","tag-preservice-teachers","tag-mathematics","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/4527","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=4527"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/4527\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=4527"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=4527"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=4527"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=4527"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}