Implementation of Digital Technologies into Pre-Service Mathematics Teacher Preparation

Slavíčková, Mária

doi:10.3390/math9121319

Cited by 10 publications

(6 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Technological Content Knowledge: It was determined that participants are aware that the use of technological tools in teaching and learning processes offers many advantages, however, they know that their implementation entails multiple challenges for institutions, teachers and students. In addition, MTITs understand that the incorrect use of ICTs can hinder the teaching and learning processes, which coincides with the idea indicated by [2,43,44]. Most MTITs have the basic skills to render representations for educational purposes in GeoGebra software.…”

Section: Discussionsupporting

confidence: 69%

“…Most MTITs have the basic skills to render representations for educational purposes in GeoGebra software. Also, participants improve the interpretation of the elements of a function describing a particular context if they rely on a representation, nonetheless, a considerable number of participants showed difficulty in making the correct interpretation (obstacle on the conversion of semiotic representations, mentioned by [18,26,44].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Morales-López¹,

Chacón-Camacho²,

Vargas-Delgado³

2021

Preprint

View full text Add to dashboard Cite

The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second-level of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. A theoretical inquiry was carried out that allowed the creation of an instrument that made possible the description of the participants’ knowledge based on this model focused on the topic of quadratic function. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.

show abstract

Section: Discussionsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 99%

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Morales-López¹,

Chacón-Camacho²,

Vargas-Delgado³

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Technological Content Knowledge: It was determined that participants are aware that the use of technological tools in teaching and learning processes offers many advantages; however, they know that their implementation entails multiple challenges for institutions, teachers and students. In addition, MTITs understand that the incorrect use of ICTs can hinder the teaching and learning processes [49,50]. Most MTITs have the basic skills to render representations for educational purposes in GeoGebra software.…”

Section: Discussionmentioning

confidence: 99%

“…Most MTITs have the basic skills to render representations for educational purposes in GeoGebra software. Moreover, participants improve the interpretation of the elements of a function describing a particular context if they rely on a representation; nonetheless, a considerable number of participants showed difficulty in making the correct interpretation (obstacle on the conversion of semiotic representations [23,31,50].…”

Section: Discussionmentioning

confidence: 99%

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

2021

View full text Add to dashboard Cite

The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second year of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. Three instruments with situations involving the quadratic function were created to determine students’ knowledge. They were also asked to design their own situation to teach an element linked to this topic, which was then shared and evaluated by their peers. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.

show abstract

“…en this ontological description is used to generate appropriate software. is approach, on the one hand, will allow the integration of the created software in various applied systems and, on the other hand, will make changes to existing software [4,[9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Ontology of Mathematical Modeling Based on Interval Data

et al. 2022

View full text Add to dashboard Cite

An ontological approach as a tool for managing the processes of constructing mathematical models based on interval data and further use of these models for solving applied problems is proposed in this article. Mathematical models built using interval data analysis are quite effective in many applications, as they have “guaranteed” predictive properties, which are determined by the accuracy of experimental data. However, the application of mathematical modeling methods is complicated by the lack of software tools for the implementation of procedures for constructing this type of mathematical models, creating an ontological model that operates by the categories of the subject area of mathematical modeling, regardless of the modeling object proposed in this article. This approach has made it possible to generate tools for mathematical modeling of various objects based on the interval data analysis for any software development environment selected by the user. The technology of creating the software on the basis of the developed ontological superstructure for mathematical modeling using the interval data for different objects, as well as various forms of user interface implementation, is presented in this article. A number of schemes, which illustrate the technology of using the ontological approach of mathematical modeling based on interval data, are presented, and the features of its interpretation when solving environmental monitoring problems are described.

show abstract

Implementation of Digital Technologies into Pre-Service Mathematics Teacher Preparation

Cited by 10 publications

References 47 publications

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Ontology of Mathematical Modeling Based on Interval Data

Contact Info

Product

Resources

About