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Prospective Mathematics Teachers’ Initial Reactions to Model-Centered Instruction
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, Southern Illinois University Carbondale, United States ; , , , , , , , Florida State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

New mathematics learning technologies support model-centered learning and instruction through their representational flexibility, interactivity, and dynamic interconnections.Using the next-generation graphing calculators, we conducted two five-week-long exploratory studies with prospective middle and secondary mathematics teachers to investigate the effect of model-centered instruction on the development of their technological pedagogical content knowledge (TPCK). Using participants-designed lesson plans as primary data sources, the study finds that more than one-third of the participants demonstrated a growing knowledge of the mutually constitutive relationship between technology and mathematics content. Further, more than one-third designed lesson plans that were pedagogically consistent to the instruction they received. Interactions were found between participants’ mathematics knowledge, their lesson planning preferences, and their beliefs about mathematics teaching and learning.

Citation

Bu, L., Jakubowski, E., Dickey, L., Bayazit, N., Curaoglu, O., Kim, H., Cakir, R. & Spector, J.M. (2009). Prospective Mathematics Teachers’ Initial Reactions to Model-Centered Instruction. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4025-4029). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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