From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review [version 2; peer review: 2 approved]
Background: A study to reveal existing pedagogical content knowledge or technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics is crucial to inform the reader, teacher, and researcher. This review study intended to explore the trends of the pedagogical...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2023-08-01
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| Series: | F1000Research |
| Subjects: | |
| Online Access: | https://f1000research.com/articles/11-1029/v2 |
| _version_ | 1827816249841680384 |
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| author | Philothere Ntawiha Hashituky Telesphore Habiyaremye Celestin Ntivuguruzwa |
| author_facet | Philothere Ntawiha Hashituky Telesphore Habiyaremye Celestin Ntivuguruzwa |
| author_sort | Philothere Ntawiha |
| collection | DOAJ |
| description | Background: A study to reveal existing pedagogical content knowledge or technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics is crucial to inform the reader, teacher, and researcher. This review study intended to explore the trends of the pedagogical content knowledge (PCK) framework, how it has changed over time until the most recent version of technological and pedagogical content knowledge (TPACK) was developed, and their effectiveness in teaching mathematics. Methods: We initially downloaded 273 articles from the first 30 Google Scholar pages and analyzed 229 journal articles. We got 24 frameworks from 64 journal articles since Shulman’s first model in 1986. About 52 out of 229 were mathematics studies. Among these studies, we found that 18 studies have extensively investigated the use of identified frameworks. Results: The frameworks were presented and descriptively discussed in chronological order. The empirical studies that compared the role of pedagogical content knowledge and technological pedagogical content knowledge models among classrooms with teachers who possess and do not possess such skills were demonstrated. Conclusions: The gap in empirical studies was identified, and further studies about the intervention of PCK and TPACK models were suggested to gain more insight into the mathematics classroom. |
| first_indexed | 2024-03-12T00:12:08Z |
| format | Article |
| id | doaj.art-81edde5bb7684f018996ac6e8486283a |
| institution | Directory Open Access Journal |
| issn | 2046-1402 |
| language | English |
| last_indexed | 2024-03-12T00:12:08Z |
| publishDate | 2023-08-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | F1000Research |
| spelling | doaj.art-81edde5bb7684f018996ac6e8486283a2023-09-16T00:00:01ZengF1000 Research LtdF1000Research2046-14022023-08-0111154567From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review [version 2; peer review: 2 approved]Philothere Ntawiha0Hashituky Telesphore Habiyaremye1https://orcid.org/0000-0001-8296-4783Celestin Ntivuguruzwa2School of Education, University of Rwanda College of Education (URCE), Kayonza, RwandaAfrican Center of Excellence for Innovative Teaching and Learning of Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, RwandaSchool of Education, University of Rwanda College of Education (URCE), Kayonza, RwandaBackground: A study to reveal existing pedagogical content knowledge or technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics is crucial to inform the reader, teacher, and researcher. This review study intended to explore the trends of the pedagogical content knowledge (PCK) framework, how it has changed over time until the most recent version of technological and pedagogical content knowledge (TPACK) was developed, and their effectiveness in teaching mathematics. Methods: We initially downloaded 273 articles from the first 30 Google Scholar pages and analyzed 229 journal articles. We got 24 frameworks from 64 journal articles since Shulman’s first model in 1986. About 52 out of 229 were mathematics studies. Among these studies, we found that 18 studies have extensively investigated the use of identified frameworks. Results: The frameworks were presented and descriptively discussed in chronological order. The empirical studies that compared the role of pedagogical content knowledge and technological pedagogical content knowledge models among classrooms with teachers who possess and do not possess such skills were demonstrated. Conclusions: The gap in empirical studies was identified, and further studies about the intervention of PCK and TPACK models were suggested to gain more insight into the mathematics classroom.https://f1000research.com/articles/11-1029/v2Google Scholar framework mathematics pedagogical content knowledge technological pedagogical and content knowledgeeng |
| spellingShingle | Philothere Ntawiha Hashituky Telesphore Habiyaremye Celestin Ntivuguruzwa From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review [version 2; peer review: 2 approved] F1000Research Google Scholar framework mathematics pedagogical content knowledge technological pedagogical and content knowledge eng |
| title | From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review [version 2; peer review: 2 approved] |
| title_full | From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review [version 2; peer review: 2 approved] |
| title_fullStr | From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review [version 2; peer review: 2 approved] |
| title_full_unstemmed | From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review [version 2; peer review: 2 approved] |
| title_short | From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review [version 2; peer review: 2 approved] |
| title_sort | from pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics a mapping review version 2 peer review 2 approved |
| topic | Google Scholar framework mathematics pedagogical content knowledge technological pedagogical and content knowledge eng |
| url | https://f1000research.com/articles/11-1029/v2 |
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