Prospective Mathematics Teachers’ Technological Pedagogical Content Knowledge Improvement via Creating Technology-Based Mathematics Stories

Abstract

In an attempt to improve Technological Pedagogical Content Knowledge (TPACK), prospective mathematics teachers (N=52) were trained in creating technology-based mathematics teaching materials. They learned visual programming, worked in pairs and created mathematics stories, which are intended to improve fourth grade students’ mathematics word problem solving. Six of the prospective teachers were willingly participated in this study and watched students completing the stories in actual classroom environments. The purpose was to show them the value of their work and provide advice with regard to improve their TPACK. They (n=6) were interviewed within a qualitative research framework. This study reveals the prospective teachers´ opinions and beliefs regarding various aspects of the projects, such as students´ interest, students´ performance, as well as the teachers´ professional, pedagogical and individual improvement. The prospective teachers are convinced that teaching by means of technology support students’ learning and that technology use in the classrooms is valuable. As a result, it can be confirmed that the process helped them improve their TPACK.

Keywords

• Teacher education
• visual programming
• TPACK
• mathematics stories
• technology training

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