TY - JOUR
T1 - Who moved my triangle? Pre- and in-service teachers inquiring in a mathematics lab
AU - Kohen, Zehavit
AU - Schwartz-Aviad, Liron
AU - Peleg, Tomer
N1 - Publisher Copyright: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service mathematics teachers that enables them to experience inquiry-based learning as learners in a dynamic geometry environment that serves as a mathematics laboratory. We investigate the effect of this experience on the teachers’ TPACK, based on both their perceptions towards implementing technology into their teaching; and on their TPACK level demonstrated in inquiry-based dynamic geometry activities they designed for instructional purposes. We present a rubric for assessing teachers’ TPACK level through inquiry-based dynamic geometry activities after they practiced in the mathematics lab. Our findings reveal a significant positive change in the participants’ perceived TPACK, from pre-to post-intervention, only for factors that relate to the technology component and its integration with the pedagogy and content components. In the activities designed by participants, technology was more content-oriented than inquiry-oriented. No difference was found between the two participating groups in the ability to design dynamic geometry activities after they practiced in the mathematics lab. The study suggests theoretical, practical, and methodological contributions related to conceptualizing TPACK in the context of a mathematics lab and to designing TPACK training frameworks for pre- and in-service teachers.
AB - This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service mathematics teachers that enables them to experience inquiry-based learning as learners in a dynamic geometry environment that serves as a mathematics laboratory. We investigate the effect of this experience on the teachers’ TPACK, based on both their perceptions towards implementing technology into their teaching; and on their TPACK level demonstrated in inquiry-based dynamic geometry activities they designed for instructional purposes. We present a rubric for assessing teachers’ TPACK level through inquiry-based dynamic geometry activities after they practiced in the mathematics lab. Our findings reveal a significant positive change in the participants’ perceived TPACK, from pre-to post-intervention, only for factors that relate to the technology component and its integration with the pedagogy and content components. In the activities designed by participants, technology was more content-oriented than inquiry-oriented. No difference was found between the two participating groups in the ability to design dynamic geometry activities after they practiced in the mathematics lab. The study suggests theoretical, practical, and methodological contributions related to conceptualizing TPACK in the context of a mathematics lab and to designing TPACK training frameworks for pre- and in-service teachers.
KW - TPACK framework
KW - dynamic geometry
KW - inquiry-based learning
KW - mathematics lab
KW - professional development
KW - teachers' training
UR - http://www.scopus.com/inward/record.url?scp=85158913743&partnerID=8YFLogxK
U2 - https://doi.org/10.1080/0020739X.2023.2199314
DO - https://doi.org/10.1080/0020739X.2023.2199314
M3 - مقالة
SN - 0020-739X
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
ER -