TPACK of Prospective Mathematics Teachers at an Early Stage of Training
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 func...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2021-07-01
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| Series: | Mathematics |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7390/9/15/1741 |
| _version_ | 1797525327231057920 |
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| author | Yuri Morales-López Yerlin Chacón-Camacho Wilbert Vargas-Delgado |
| author_facet | Yuri Morales-López Yerlin Chacón-Camacho Wilbert Vargas-Delgado |
| author_sort | Yuri Morales-López |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-10T09:12:12Z |
| format | Article |
| id | doaj.art-8f1bacac4f1845678c3e9b1aa335b0e6 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-10T09:12:12Z |
| publishDate | 2021-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-8f1bacac4f1845678c3e9b1aa335b0e62023-11-22T05:55:59ZengMDPI AGMathematics2227-73902021-07-01915174110.3390/math9151741TPACK of Prospective Mathematics Teachers at an Early Stage of TrainingYuri Morales-López0Yerlin Chacón-Camacho1Wilbert Vargas-Delgado2Escuela de Matemática, Facultad de Ciencias Exactas y Naturales, Universidad Nacional, Heredia 86-3000, Costa RicaEscuela de Matemática, Facultad de Ciencias Exactas y Naturales, Universidad Nacional, Heredia 86-3000, Costa RicaEscuela de Matemática, Facultad de Ciencias Exactas y Naturales, Universidad Nacional, Heredia 86-3000, Costa RicaThe 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.https://www.mdpi.com/2227-7390/9/15/1741functionsknowledge organization systemsMathematics Educationteacher trainingTPACK |
| spellingShingle | Yuri Morales-López Yerlin Chacón-Camacho Wilbert Vargas-Delgado TPACK of Prospective Mathematics Teachers at an Early Stage of Training Mathematics functions knowledge organization systems Mathematics Education teacher training TPACK |
| title | TPACK of Prospective Mathematics Teachers at an Early Stage of Training |
| title_full | TPACK of Prospective Mathematics Teachers at an Early Stage of Training |
| title_fullStr | TPACK of Prospective Mathematics Teachers at an Early Stage of Training |
| title_full_unstemmed | TPACK of Prospective Mathematics Teachers at an Early Stage of Training |
| title_short | TPACK of Prospective Mathematics Teachers at an Early Stage of Training |
| title_sort | tpack of prospective mathematics teachers at an early stage of training |
| topic | functions knowledge organization systems Mathematics Education teacher training TPACK |
| url | https://www.mdpi.com/2227-7390/9/15/1741 |
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