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A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge

Year 2017, Volume: 8 Issue: 2, 284 - 322, 03.08.2017
https://doi.org/10.16949/turkbilmat.293220

Abstract

The main purpose of this study was to examine
pre-service secondary mathematics teachers’ (PSMTs) levels and development of
technological, pedagogical and content knowledge (TPACK). In line with this
purpose, this study was designed to use teaching experiment methodology within
a course. Therefore, while examining PSMTs’ development of TPACK, an
appropriate teaching method that supported development of PSMTs’ TPACK was
shared in this article. The participants of the study were 28 fourth grade
PSMTs. The teaching experiment methodology, one of the methods of qualitative
research design, was used in the study. By using this method, PSMTs were taught
about how to integrate technology into mathematics education, how to use varios
mathematics and geometry dynamic software, interactive applications that are
used in mathematics education and various websites related to education during
16 weeks and four hours in each week. The data was collected during the
experiment, and analyzed by using content analysis and document analysis
methods. The results show that PSMTs’ TPACK levels were developed by applying
the teaching experiment methodology. Particularly, in the activities they designed,
lesson plans, reflections and free writings, it was observed that PSMTS’ skills
about how to integrate technology in order to ease the learning and teaching of
mathematics and utilizing it were developed. Within this context, it is thought
that technology integrated courses or technology based courses should be taught
in the education programs. 

References

  • Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australian Journal of Educational Technology, 28(4), 547-564.
  • Akkoç, H. (2012). Bilgisayar destekli ölçme-değerlendirme araçlarının matematik öğretimine entegrasyonuna yönelik hizmet öncesi eğitim uygulamaları ve matematik öğretmen adaylarının gelişimi. Turkish Journal of Computer and Mathematics Education, 3(2), 99-114.
  • Akkoç, H. (2013). Integrating technological pedagogical content knowledge (TPCK) framework into teacher education. Conference of the International Journal of Arts and Science, 6(2), 263-270.
  • Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 89-111.
  • Baran, E. ve Canbazoğlu-Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32.
  • Bal, M. S. ve Karademir, N. (2013). Sosyal bilgiler öğretmenlerinin teknolojik pedagojik alan bilgisi konusunda öz değerlendirme seviyelerinin belirlenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 15-32.
  • Berelson, B. (1952). Content analysis in communication research. New York: The Free Press.
  • Bowen, G. A. (2006). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Bowers, J. S., & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), 285-304.
  • Canbazoğlu-Bilici, S. (2012). Fen bilgisi öğretmen adaylarının teknolojik pedagojik alan bilgisi ve öz yeterlikleri (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Canbazoğlu-Bilici, S., Yamak, H., Kavak, N., S. ve Guzey, S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation and reliability. Eurasian Journal of Education Research, 52, 37-60.
  • Çalık, M. (2013). Effect of technology-embedded scientific inquiry on senior science student teachers’ self-efficacy. Eurasia Journal of Mathematics, Science & Technology Education, 9(3), 223-232.
  • Demir, S. ve Bozkurt, A. (2011). İlköğretim matematik öğretmenlerinin teknoloji entegrasyonundaki öğretmen yeterliklerine ilişkin görüşleri. Elementary Education Online, 10(3), 850-860.
  • De Villiers, M. (1998). An alternative approach to proof in dynamic geometry. In R. Lehrer & D. Chazan (Eds.), Designing learning environments for developing understanding of geometry and space (pp. 369–393). Mahwah, NJ: Lawrence Erlbaum.
  • Dikkartın-Övez, F. T. ve Akyüz, G. (2013). İlköğretim matematik öğretmeni adaylarının teknolojik pedagojik alan bilgisi yapılarının modellenmesi. Eğitim ve Bilim, 38(170), 321-334.
  • Dikmen, C. H. ve Demirer, V. (2016). Türkiye'de teknolojik pedagojik alan bilgisi üzerine 2009-2013 yılları arasında yapılan çalışmalardaki eğilimler. Turkish Journal of Education, 5(1), 33-46.
  • Gür, H., & Karamete, A. (2015). A short review of TPACK for teacher education. Educational Research and Review, 10(7), 777-789.
  • Hacıömeroğlu, G., Şahin, Ç., & Arcagök, S. (2014). Turkish adaptation of preservice teachers’ technological pedagogical content knowledge assesment scale. Eğitimde Kuram ve Uygulama, 10(2), 297-315.
  • Haciomeroglu, E. S., Bu, L., Schoen, R. C., & Hohenwarter, M. (2011). Prospective teachers’ experience in developing lessons with dynamic mathematics software. International Journal for Technology in Mathematics Education, 18(2), 71-82.
  • Harris, J., Mishra, P., & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
  • Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary MA Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
  • Hollebrands, K. F. (2007). The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for Research in Mathematics Education, 38(2), 164–192.
  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kablan, Z. (2012). Öğretmen adaylarının ders planı hazırlama ve uygulama becerilerine bilişsel öğrenme ve somut yaşantı düzeylerinin etkisi. Eğitim ve Bilim, 37(163), 239-253.
  • Kaleli-Yılmaz, G. (2015). Türkiye’deki teknolojik pedagojik alan bilgisi çalışmalarının analizi: Bir meta-sentez çalışması. Eğitim ve Bilim, 40(178), 103-122.
  • Karataş, İ., Tunç, M. P., Demiray, E. ve Yılmaz, N. (2016). Öğretmen adaylarının matematik öğretiminde teknolojik pedagojik alan bilgilerinin geliştirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 512-533.
  • Kaya, S., & Dağ, F. (2013). Turkish adaptation of technological pedagogical content knowledge survey for elementary teachers. Educational Sciences: Theory & Practice, 13(1), 291-306.
  • Kaya, Z. ve Kaya. O. N. (2013). Öğretmen eğitiminde Vignette tekniği ve uygulamaları. Eğitim ve Bilim, 38(168), 129-142.
  • Kelly, A. E., & Lesh, R. A. (2000). Handbook of research design in mathematics and science education. London: Lawrence Erlbaum.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
  • Laborde, C. (2001). Integration of technology in the design of geometry tasks with cabri geometry. International Journal of Computers for Mathematical Learning, 6, 283-317.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Niess, M. L. (2008). Guiding preservice teachers in developing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 223-250). New York, NY: Routledge.
  • Ozgun-Koca, S. A., Meagher, M., & Edwards, M. T. (2010). Preservice teachers' emerging TPACK in a technology-rich methods class. Mathematics Educator, 19(2), 10-20.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh & A. Kelly (Eds.), Handbook of research design in mathematics and science education (pp. 267-307). Hillsdale, NJ: Erlbaum.
  • Uluyol, Ç. (2013). ICT integration in Turkish schools: Recall where you’re coming from to recognise where you’re going to. British Journal of Educational Technology, 44, 10-13.
  • Voogt, J., Fisser, P., Pareja-Roblin, N., Tondeur, J., & Braak, J. (2013). Technological pedagogical content knowledge: A review of the literature. Journal of Computer Assisted Learning, 29, 109-121.
  • Wu, Y. T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44(3), 73-76.
  • Yalçın, H., & Yayla, K. (2016). Scientometric analysis of the researches about technological pedagogical content knowledge and scholarly communication. Eğitim ve Bilim, 41(188), 291-307.
  • Yigit, M. (2014). A review of the literature: How pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35.
  • Zbiek, R. M. (2005). Using technology to make the power of many points with prospective mathematics teachers. In W. J. Masalaski & P. C. Elliott (Eds.), Technology-supported mathematics learning environments (pp. 295-306). Reston, VA: National Council of Teachers of Mathematics.

Matematik Öğretmeni Adaylarının Teknolojik Pedagojik Alan Bilgilerinin Gelişimini Amaçlayan Bir Öğretim Deneyi

Year 2017, Volume: 8 Issue: 2, 284 - 322, 03.08.2017
https://doi.org/10.16949/turkbilmat.293220

Abstract

Bu çalışmanın temel amacı, ortaöğretim matematik öğretmeni adaylarının teknolojik pedagojik alan bilgi (TPAB) düzeylerinin ve gelişimlerinin incelenmesidir. Bu amaç doğrultusunda, bu çalışma bir ders kapsamında öğretim deneyi yöntemi kullanılarak tasarlanmıştır. Çalışmanın katılımcıları, bir devlet üniversitesinin Ortaöğretim Matematik Öğretmenliği bölümünde öğrenim gören 28 tane 4. sınıf öğrencisinden oluşmaktadır. Çalışmada, nitel araştırma paradigması benimsenerek öğretim deneyi yöntemi kullanılmıştır. Bu yöntem kullanılarak 16 hafta boyunca haftada 4 saat olmak üzere öğretmen adaylarına teknolojinin matematik eğitimine entegre edilmesi, çeşitli matematik/geometri yazılımlarının kullanılması, eğitimde kullanılan interaktif uygulamalar, web siteleri ve çeşitli teknolojik uygulamalar tanıtılmış ve çalışmanın verileri toplanarak, içerik ve doküman analiz yöntemi ile analiz edilmiştir. Çalışmanın bulguları, uygulanan öğretim ile öğretmen adaylarının teknoloji bilgilerinin, teknolojik pedagoji bilgilerinin, teknolojik alan bilgilerinin ve TPAB düzeylerinin geliştiğini göstermektedir. Tasarladıkları etkinlikler ve ders planları ve yazdıkları haftalık yansımalar ve serbest yazılar incelendiğinde, öğretmen adaylarının matematik öğrenmeyi ve öğretmeyi kolaylaştırmak ve daha faydalı hale getirmek için teknolojiyi nerede ve nasıl kullanacaklarına dair becerilerinin geliştiği görülmüştür. Bu bağlamda, eğitim fakültelerindeki öğretmen yetiştirme programlarına teknoloji entegre edilmiş veya teknoloji tabanlı derslerin eklenmesinin veya bu derslerin içeriklerinin geliştirilerek arttırılmasının gerekli olduğu düşünülmektedir. 

References

  • Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australian Journal of Educational Technology, 28(4), 547-564.
  • Akkoç, H. (2012). Bilgisayar destekli ölçme-değerlendirme araçlarının matematik öğretimine entegrasyonuna yönelik hizmet öncesi eğitim uygulamaları ve matematik öğretmen adaylarının gelişimi. Turkish Journal of Computer and Mathematics Education, 3(2), 99-114.
  • Akkoç, H. (2013). Integrating technological pedagogical content knowledge (TPCK) framework into teacher education. Conference of the International Journal of Arts and Science, 6(2), 263-270.
  • Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 89-111.
  • Baran, E. ve Canbazoğlu-Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32.
  • Bal, M. S. ve Karademir, N. (2013). Sosyal bilgiler öğretmenlerinin teknolojik pedagojik alan bilgisi konusunda öz değerlendirme seviyelerinin belirlenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 15-32.
  • Berelson, B. (1952). Content analysis in communication research. New York: The Free Press.
  • Bowen, G. A. (2006). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Bowers, J. S., & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), 285-304.
  • Canbazoğlu-Bilici, S. (2012). Fen bilgisi öğretmen adaylarının teknolojik pedagojik alan bilgisi ve öz yeterlikleri (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Canbazoğlu-Bilici, S., Yamak, H., Kavak, N., S. ve Guzey, S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation and reliability. Eurasian Journal of Education Research, 52, 37-60.
  • Çalık, M. (2013). Effect of technology-embedded scientific inquiry on senior science student teachers’ self-efficacy. Eurasia Journal of Mathematics, Science & Technology Education, 9(3), 223-232.
  • Demir, S. ve Bozkurt, A. (2011). İlköğretim matematik öğretmenlerinin teknoloji entegrasyonundaki öğretmen yeterliklerine ilişkin görüşleri. Elementary Education Online, 10(3), 850-860.
  • De Villiers, M. (1998). An alternative approach to proof in dynamic geometry. In R. Lehrer & D. Chazan (Eds.), Designing learning environments for developing understanding of geometry and space (pp. 369–393). Mahwah, NJ: Lawrence Erlbaum.
  • Dikkartın-Övez, F. T. ve Akyüz, G. (2013). İlköğretim matematik öğretmeni adaylarının teknolojik pedagojik alan bilgisi yapılarının modellenmesi. Eğitim ve Bilim, 38(170), 321-334.
  • Dikmen, C. H. ve Demirer, V. (2016). Türkiye'de teknolojik pedagojik alan bilgisi üzerine 2009-2013 yılları arasında yapılan çalışmalardaki eğilimler. Turkish Journal of Education, 5(1), 33-46.
  • Gür, H., & Karamete, A. (2015). A short review of TPACK for teacher education. Educational Research and Review, 10(7), 777-789.
  • Hacıömeroğlu, G., Şahin, Ç., & Arcagök, S. (2014). Turkish adaptation of preservice teachers’ technological pedagogical content knowledge assesment scale. Eğitimde Kuram ve Uygulama, 10(2), 297-315.
  • Haciomeroglu, E. S., Bu, L., Schoen, R. C., & Hohenwarter, M. (2011). Prospective teachers’ experience in developing lessons with dynamic mathematics software. International Journal for Technology in Mathematics Education, 18(2), 71-82.
  • Harris, J., Mishra, P., & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
  • Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary MA Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
  • Hollebrands, K. F. (2007). The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for Research in Mathematics Education, 38(2), 164–192.
  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kablan, Z. (2012). Öğretmen adaylarının ders planı hazırlama ve uygulama becerilerine bilişsel öğrenme ve somut yaşantı düzeylerinin etkisi. Eğitim ve Bilim, 37(163), 239-253.
  • Kaleli-Yılmaz, G. (2015). Türkiye’deki teknolojik pedagojik alan bilgisi çalışmalarının analizi: Bir meta-sentez çalışması. Eğitim ve Bilim, 40(178), 103-122.
  • Karataş, İ., Tunç, M. P., Demiray, E. ve Yılmaz, N. (2016). Öğretmen adaylarının matematik öğretiminde teknolojik pedagojik alan bilgilerinin geliştirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 512-533.
  • Kaya, S., & Dağ, F. (2013). Turkish adaptation of technological pedagogical content knowledge survey for elementary teachers. Educational Sciences: Theory & Practice, 13(1), 291-306.
  • Kaya, Z. ve Kaya. O. N. (2013). Öğretmen eğitiminde Vignette tekniği ve uygulamaları. Eğitim ve Bilim, 38(168), 129-142.
  • Kelly, A. E., & Lesh, R. A. (2000). Handbook of research design in mathematics and science education. London: Lawrence Erlbaum.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
  • Laborde, C. (2001). Integration of technology in the design of geometry tasks with cabri geometry. International Journal of Computers for Mathematical Learning, 6, 283-317.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Niess, M. L. (2008). Guiding preservice teachers in developing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 223-250). New York, NY: Routledge.
  • Ozgun-Koca, S. A., Meagher, M., & Edwards, M. T. (2010). Preservice teachers' emerging TPACK in a technology-rich methods class. Mathematics Educator, 19(2), 10-20.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh & A. Kelly (Eds.), Handbook of research design in mathematics and science education (pp. 267-307). Hillsdale, NJ: Erlbaum.
  • Uluyol, Ç. (2013). ICT integration in Turkish schools: Recall where you’re coming from to recognise where you’re going to. British Journal of Educational Technology, 44, 10-13.
  • Voogt, J., Fisser, P., Pareja-Roblin, N., Tondeur, J., & Braak, J. (2013). Technological pedagogical content knowledge: A review of the literature. Journal of Computer Assisted Learning, 29, 109-121.
  • Wu, Y. T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44(3), 73-76.
  • Yalçın, H., & Yayla, K. (2016). Scientometric analysis of the researches about technological pedagogical content knowledge and scholarly communication. Eğitim ve Bilim, 41(188), 291-307.
  • Yigit, M. (2014). A review of the literature: How pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35.
  • Zbiek, R. M. (2005). Using technology to make the power of many points with prospective mathematics teachers. In W. J. Masalaski & P. C. Elliott (Eds.), Technology-supported mathematics learning environments (pp. 295-306). Reston, VA: National Council of Teachers of Mathematics.
There are 46 citations in total.

Details

Journal Section Research Articles
Authors

Melike Yiğit Koyunkaya 0000-0002-7872-3917

Publication Date August 3, 2017
Published in Issue Year 2017 Volume: 8 Issue: 2

Cite

APA Yiğit Koyunkaya, M. (2017). A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(2), 284-322. https://doi.org/10.16949/turkbilmat.293220
AMA Yiğit Koyunkaya M. A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge. Turkish Journal of Computer and Mathematics Education (TURCOMAT). August 2017;8(2):284-322. doi:10.16949/turkbilmat.293220
Chicago Yiğit Koyunkaya, Melike. “A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 8, no. 2 (August 2017): 284-322. https://doi.org/10.16949/turkbilmat.293220.
EndNote Yiğit Koyunkaya M (August 1, 2017) A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 8 2 284–322.
IEEE M. Yiğit Koyunkaya, “A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 8, no. 2, pp. 284–322, 2017, doi: 10.16949/turkbilmat.293220.
ISNAD Yiğit Koyunkaya, Melike. “A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 8/2 (August 2017), 284-322. https://doi.org/10.16949/turkbilmat.293220.
JAMA Yiğit Koyunkaya M. A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2017;8:284–322.
MLA Yiğit Koyunkaya, Melike. “A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 8, no. 2, 2017, pp. 284-22, doi:10.16949/turkbilmat.293220.
Vancouver Yiğit Koyunkaya M. A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2017;8(2):284-322.