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A Case Study of Investigating Preservice Mathematics Teachers’ Initial Use of the Next-Generation TI-Nspire Graphing Calculators with Regard to TPACK
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, Middle East Technical University, Turkey ; , Florida state University, United States ; , , fsu, United States ; , Amasya university, Turkey

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

As many researchers have studied, calculators may not be appropriate for all educational situations or all mathematical subjects. However, Ellington (2003) reported that the improvement to problem solving skills was most significant when (a) special curriculum materials were designed for use with the calculator and (b) the type of calculator used was the graphing calculator. The purpose of the study was to identify strengths and limitations in how prospective mathematics teachers use the graphing calculator in teaching mathematics concepts and procedures. This study included both quantitative and qualitative data collection and analysis methods, providing an opportunity for presenting a greater diversity of views. , discussion thread and essay data were qualitatively analyzed in the context of the TI-Nspire study in search of recurring themes, informed by the Technological Pedagogical Content Knowledge (TPCK) framework (Niess, 2008).

Citation

Curaoglu, O., Bu, L., Dickey, L., Kim, H. & Cakir, R. (2010). A Case Study of Investigating Preservice Mathematics Teachers’ Initial Use of the Next-Generation TI-Nspire Graphing Calculators with Regard to TPACK. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3803-3810). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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