Prospective mathematics teachers’ Tpack development in graphical data displays: a microteaching lesson study

Kurt G., ÇAKIROĞLU E.

International Journal of Mathematical Education in Science and Technology, 2023 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/0020739x.2023.2246970
  • Dergi Adı: International Journal of Mathematical Education in Science and Technology
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), zbMATH, DIALNET
  • Anahtar Kelimeler: data displays, microteaching lesson study, prospective mathematics teachers, Statistics teaching
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This case study investigated the development of prospective mathematics teachers’ technological pedagogical content knowledge (TPACK) in graphical data displays with (VM) within the context of a microteaching lesson study (MLS). This research investigated how five participants integrated technology and implemented a lesson plan aimed to teach statistical data displays. The MLS cycled through the phases of lesson plan design, discussion, implementation, and revision. Fundamental data was gathered through group discussions of which were operated through the lesson plans and video recordings of lesson implementation. The TPACK codebook (Hughes. 2013. Descriptive indicators of future teachers’ technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 491–516) was utilised to conduct a thorough analysis of the transcribed data through collaborative group discussions. The findings indicate that the MLS led to some improvements in the TPACK of the participants. In particular, participants developed a stronger knowledge of statistical content, pedagogical content, and technological content pertaining to data displays.