Developing Pre-Service Teachers’ Mathematics TPACK through an Integrated Pedagogical Course

Abstract

Lesson planning and presentation are regarded as an effective method that allows pre-service teachers to gain experience in the instructional processes and improve teaching skills. Lesson Portfolio and Presentations, not only is utilized as a method for increasing the quality of a teacher's education, but also used to research the Technological Pedagogical Content Knowledge (TPACK) framework. The purpose was to investigate changes in pre-service teachers' TPACK from their lesson portfolio and presentation practices conducted under the TPACK framework. The participants are 22 third-year pre-service teachers. An analysis was performed based on specific concepts from the projects, which had been developed to reveal the changes in pre-service teachers' TPACK components. Content analysis was used to analyze the observation forms, self-evaluations, videos and interviews. The study's findings indicate that pre-service teachers use GeoGebra tools to attain what they had specified in their instructional plans. When considered in terms of the TPACK components, pre-service teachers made noticeable progress.

The effect of a training program based on TIMSS to developing the levels of habits of mind and mathematical reasoning skills among pre-service mathematics teachers

“…The main conclusion of the current study, thus, taking into consideration the effectiveness of the training program TIMSS-based shown by this study, the recommendation is that math teachers, in general, participate in effective training programs and teaching strategies. This is consistent with the recommendations of many previous studies that indicated the effectiveness of using training programs and teaching strategies in developing mathematical reasoning and its sub-skills, such as the study of Abdallah and Wardat (2021), Assadi and Hibi (2020), Berisha and Vula (2021), Burroughs and Luebeck (2010), Higgins et al (2016), andLivy et al (2016); so, it is necessary to note to the planners of the math curriculum the importance of focusing on developing mathematical reasoning and sub-skills among pre-service and in-service math teachers, by subjecting them to training programs, training courses, and workshops to train them on how to use appropriate teaching strategies and programs, especially those based on international studies such as TIMSS or PISA.…”

“…By reviewing the theoretical and research literature, as well as looking at some scales of habits of mind in math (Assadi & Hibi, 2020;Berisha & Vula, 2021;Fannakhosrow et al, 2022;Tinh et al, 2021;), a standing scale was prepared at the form of a questionnaire according to the 5-choice Likert scale, that consisted of 30 items that included three sub-scales (thinking flexibly, metacognition, and questioning & posing problems), with a maximum score of 150 and a minimum score of 30.…”

TPACK competence of mathematics education students in designing constructivist learning

“…However, the results of this study also imply the need for an integrated approach, in line with research by Marbán & Sintema [23], Hill & Uribe-Florez [24], and Assadi & Hibi [25], who highlighted the importance of integrating TPACK in mathematics education curricula. Along with Dong & Chen [26] and Tabah & Trgalová [27] findings indicating special attention to understanding mathematics content, these results underscore the complexity of developing TPACK competencies among mathematics education students.…”

The Influence of Integrating GeoGebra Software into the Educational Setting on the Affective, Behavioral, and Cognitive Aspects of Pre-Service Mathematics Teachers

“…This conclusion aligns with the findings of Mavani (2020), who extensively examined the concept of autonomy and its relationship to the successful integration of the software. The findings presented in this segment are in line with the findings of Assadi & Hibi (2020).…”