A Case Study of Investigating Preservice Mathematics Teachers’ Initial Use of the Next-Generation TI-Nspire Graphing Calculators with Regard to TPACK
Orhan Curaoglu, Middle East Technical University, Turkey ; Lingguo Bu, Florida state University, United States ; Lydia Dickey, Hyewon Kim, fsu, United States ; Recep Cakir, 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
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).
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 March 21, 2019 from https://www.learntechlib.org/primary/p/33973/.
- AACTE Committee on Innovation and Technology (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.
- Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
- Burrill, G. (1992). The graphing calculator: A tool for change. In J.T. Fey & C.R. Hirsch (Eds.), Calculators in mathematics education, 1992 yearbook (pp. 14-22). Reston, VA: National Council of Teachers of
- Ellington, A. (2003). A meta-analysis of the effects of calculators on students' achievement and attitude levels in precollege mathematics classes. Journal for Research in Mathematics Education, 34(5), 433 – 463.
- Graham, A.T., & Thomas, M.O.J. (2000). Building a versatile understanding of algebraic variables with a graphic calculator. Educational Studies in Mathematics, 41, 265-282.
- Hembree, R., & Dessart, D.J. (1992). Research on calculators in mathematics education. In J.T. Fey & C.R. Hirsch (Eds.), Calculators in mathematics education, 1992 yearbook (pp. 23-32). Reston, VA: National Council
- Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
- Milou, E. (1999). The graphing calculator: A survey of classroom use. School Science and Mathematics, 99, 133-140.
- Milrad, M., Spector, M., & Davidsen, P. (2003). Model facilitated learning. In S. Naidu (Ed.), Learning& Teaching with technology: Principles and practices (pp. 13-27). London Kogan Page.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
- National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
- NCTM. (2003). Position statement on the use of technology in the learning and teaching of mathematics. Retrieved December 10, 2005, from http://www.nctm.org/about/pdfs/position/technology.pdf Neiss, M.L. (2008). Guiding preservice teachers in developing TPCK. In AACTE (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 223-250). New York: Routledge.
- Thompson, A.G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
- Trouche, L. (2005). An instrumental approach to mathematics learning in symbolic calculators environments. In D. Guin, K. Ruthven& L. Trouche (Eds.), The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. 137-162). New York: Springer.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
- presentation_3040_28423.ppt (Access with Subscription)