Araştırma Makalesi

It is important to know which criteria are expected

from mathematics teachers since they have difficulty in integrating technology

effectively to their lessons and. So, this study aims to make prospective

mathematics teachers aware on Technological Pedagogical Content Knowledge

(TPACK) by providing them to use the assessment framework in the context of

TPACK components for sample geometry activities, and then to identify their

levels by the scale called TPACK regarding Geometry Instrument. Case study design

from qualitative methods was used in this study. The participants consist of

fourth year 90 pre-service elementary mathematics teachers. In procedure,

one-hour theoretical information about “Techno-Pedagogical Education” was

given, and two-hour micro-teaching including four technology-integrated

activities was applied, and then lesson plans, worksheets and GeoGebra files

regarding these activities were assessed, evaluated and discussed together by

considering the theoretical framework of TPACK level identification. At the end

of the implementation, with respect to the results from the scale the total

mean value of the instrument ( =4.50) is higher than moderate out of six, and

also pre-service teachers’ content and pedagogical knowledge are higher than

the technological content and technological pedagogical knowledge. Therefore,

it can be suggested that this study can be extended in a longer term to develop

their TPACK levels by providing them an environment that they practice with

technology, create their own lesson plans and make micro-teachings.

technological pedagogical content knowledge GeoGebra TPACK elementary mathematics geometry activities

- Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 89-111.
- Alqahtani, M., & Pwell, A. B. (2017). Mediational activities in a dynamic geometry environment and teachers’ specialized content knowledge. Journal of Mathematical Behavior, 48, 77-94.
- Baran, E. ve Canbazoğlu Bilici S. (2015). Teknolojik Pedagojik Alan Bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi dergisi [Hacettepe University Journal of Education], 30(1), 15-32.
- Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research-a systematic review of recent trends. Computers & Education, 114, 255-273.
- Bulut, A. (2012). Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry (Master Thesis, METU, Ankara). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.633.2807&rep=rep1&type=pdfFraenkel,
- J.R., Wallen, N.E. & Hyun, H. H. (2012). How to design & evaluate research in education (8th ed.). London: McGraw Hill.
- Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research: Competencies for analysis and applications (10th ed.). London: Pearson.
- Hosseini, Z. (2015). Development of technological pedegogical content knowledge through constructionist activities. Procedia-Social and Behavioral Sciences, 182, 98-103.
- İpek, J., & Karasu, M., & Kayahan, S., & Çukurbaşı, E., & Yeşil, E. (2014). Inspection of Techno-pedegogical educational qualifications of mathematics teacher candidates. Procedia-Social and Behavioral Sciences,141, 718-725.
- Kabakçı Yurdakul, I. (2013). Teknopedagojik eğitime dayalı öğretim teknolojileri ve materyal tasarımı. Ankara: Anı Yayıncılık
- McMillan, J.H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). London: Pearson.
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
- Mudzimiri, R. (2012). A study of the development of Technological Pedagogical Content Knowledge (TPACK) in pre-service secondary mathematics teachers. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses. (edition no: 3523442).
- Önal, N. (2016). Development, validity and realibility of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8 (2), 93-107.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Van de Walle, J.A., & Karp, K.S., & Bay-Williams, J.M. (2007). Elementary and Middle School Mathematics: Teaching Developmentally (7th ed). Boston, MA: Pearson Education.

Yıl 2018,
Cilt: 5 Sayı: 3, 98 - 108, 03.09.2018
### Öz

### Kaynakça

- Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 89-111.
- Alqahtani, M., & Pwell, A. B. (2017). Mediational activities in a dynamic geometry environment and teachers’ specialized content knowledge. Journal of Mathematical Behavior, 48, 77-94.
- Baran, E. ve Canbazoğlu Bilici S. (2015). Teknolojik Pedagojik Alan Bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi dergisi [Hacettepe University Journal of Education], 30(1), 15-32.
- Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research-a systematic review of recent trends. Computers & Education, 114, 255-273.
- Bulut, A. (2012). Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry (Master Thesis, METU, Ankara). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.633.2807&rep=rep1&type=pdfFraenkel,
- J.R., Wallen, N.E. & Hyun, H. H. (2012). How to design & evaluate research in education (8th ed.). London: McGraw Hill.
- Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research: Competencies for analysis and applications (10th ed.). London: Pearson.
- Hosseini, Z. (2015). Development of technological pedegogical content knowledge through constructionist activities. Procedia-Social and Behavioral Sciences, 182, 98-103.
- İpek, J., & Karasu, M., & Kayahan, S., & Çukurbaşı, E., & Yeşil, E. (2014). Inspection of Techno-pedegogical educational qualifications of mathematics teacher candidates. Procedia-Social and Behavioral Sciences,141, 718-725.
- Kabakçı Yurdakul, I. (2013). Teknopedagojik eğitime dayalı öğretim teknolojileri ve materyal tasarımı. Ankara: Anı Yayıncılık
- McMillan, J.H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). London: Pearson.
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
- Mudzimiri, R. (2012). A study of the development of Technological Pedagogical Content Knowledge (TPACK) in pre-service secondary mathematics teachers. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses. (edition no: 3523442).
- Önal, N. (2016). Development, validity and realibility of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8 (2), 93-107.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Van de Walle, J.A., & Karp, K.S., & Bay-Williams, J.M. (2007). Elementary and Middle School Mathematics: Teaching Developmentally (7th ed). Boston, MA: Pearson Education.

Toplam 16 adet kaynakça vardır.

Birincil Dil | İngilizce |
---|---|

Bölüm | Araştırma Makalesi |

Yazarlar | |

Yayımlanma Tarihi | 3 Eylül 2018 |

Yayımlandığı Sayı | Yıl 2018 Cilt: 5 Sayı: 3 |