Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2016
Öğrenci: GAMZE KURT
Danışman: ERDİNÇ ÇAKIROĞLU
Özet:The current study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching with virtual manipulatives in the context of a microteaching lesson study (MLS). Since “technology integration is described by how and why it is used rather its amount or type”, integrating technology into education necessitates investigation of instructional uses of digital tools and resources (Earle, 2002, p. 8). TPACK framework suggested by Koehler and Mishra (2009) for technology-integrated teaching in which teaching is assumed as “an interaction between what teachers know and how they apply what they know” in different contexts lies as a fundamental idea behind this study (p. 62). Qualitative efforts were used in order to address research questions through two MLS groups. At the beginning, 9 participants volunteered for the interviews in order to investigate their views towards statistics teaching and technology integration into it. Distinguishing Teacher Assessment in Statistics (DTAS) Test were applied in order to analyze their content and pedagogical content knowledge. Before MLS began, a workshop was conducted to introduce virtual manipulatives which can be used in statistics teaching while recalling their statistical content knowledge. Through MLS period, each group prepared one lesson plan including a virtual manipulative for the instruction of a specific statistical concept. Data collected through MLS for each group contained three consecutive group discussions. Based on the findings, it was argued that preservice mathematics teachers’ TPACK changed and developed through MLS. They were observed to have significant developments regarding TPACK knowledge domains, especially in statistical content knowledge, statistical pedagogical knowledge and technological content knowledge.