Teaching Mathematics with Technology: TPACK and Effective Teaching Practices
Teaching Mathematics with Technology: TPACK and Effective Teaching Practices
复制标题
DOI：
10.3390/educsci12020133
复制
发表时间：
2022-02
影响因子：
3
通讯作者：
Christopher R. Rakes;M. Stites;Robert N. Ronau;Sarah B. Bush;Molly H. Fisher;Farshid Safi;Siddhi Desai;Ashley Schmidt;Janet B. Andreasen;Jon C. Saderholm;L. Amick;Margaret J. Mohr‐Schroeder;Julian Viera
中科院分区：
文献类型：
--
作者：
Christopher R. Rakes;M. Stites;Robert N. Ronau;Sarah B. Bush;Molly H. Fisher;Farshid Safi;Siddhi Desai;Ashley Schmidt;Janet B. Andreasen;Jon C. Saderholm;L. Amick;Margaret J. Mohr‐Schroeder;Julian Viera
本文研究了17名中学数学教师候选人（TC）在四所大学教师准备计划中如何在课堂上实施技术，以便在COVID-19期间在在线，混合和面对面课程中教授概念理解。使用专业发展：研究、实施和评估（PrimeD）框架，TC、课堂导师教师、现场经验主管和大学教师组成了网络改进社区（NIC），讨论共同商定的实践问题和变革想法在课堂上实施。通过计划-实施-研究-行动的循环，参与者记录了他们对变革理念的改进努力和改进，然后在随后的月度会议上向NIC报告。技术教学内容的知识框架（TPACK）和TPACK水平的量规被用来检查教师候选人如何实施数学概念理解的技术。数学课堂观察实践协议（MCOP 2）被用来进一步研究如何有效的数学教学实践（例如，学生参与）。MCOP 2的结果表明，TC增加了有效的数学教学实践的使用。然而，TPACK的增长并不显著。TPACK和MCOP 2之间的关系并不明显，这表明可能需要明确关注使用技术进行数学概念理解。
This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.