TPACK and pre-service teacher mathematics education: defining a signature pedagogy for mathematics education using ICT and based on the metaphor 'mathematics is a language'
Article
Article Title | TPACK and pre-service teacher mathematics education: defining a signature pedagogy for mathematics education using ICT and based on the metaphor 'mathematics is a language' |
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ERA Journal ID | 20296 |
Article Category | Article |
Authors | Larkin, Kevin (Author), Jamieson-Proctor, Romina (Author) and Finger, Glenn (Author) |
Journal Title | Computers in the Schools |
Journal Citation | 29 (1-2), pp. 207-226 |
Number of Pages | 20 |
Year | 2012 |
Publisher | Taylor & Francis |
Place of Publication | Philadelphia, PA. United States |
ISSN | 0738-0569 |
1528-7033 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/07380569.2012.651424 |
Web Address (URL) | http://www.tandfonline.com/doi/abs/10.1080/07380569.2012.651424 |
Abstract | National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that 'signature pedagogy' (Shulman, 2005) is the use of a key metaphor which views mathematics as a language and suggests that mathematics should be taught and learned as any other language. This article provides a summary of the findings of an action research project involving two cohorts of undergraduate mathematics education students in an Australian university. Data collected was used to inform targeted changes to improve the technological pedagogical approach employed by the course team across two offers of the course to enhance student learning and align the course with the expectations for graduate teachers. The implications of this action research are provided to inform the design and implementation of pre-service teacher education courses with respect to the development of TPACK capabilities specifically in mathematics education. |
Keywords | mathematics education; ICT; TPACK; synchronous online classrooms; pedagogy; higher education; pre-service teachers |
ANZSRC Field of Research 2020 | 390405. Educational technology and computing |
390307. Teacher education and professional development of educators | |
390109. Mathematics and numeracy curriculum and pedagogy | |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | Faculty of Education |
Digital Learning Research Network | |
Griffith University | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q148v/tpack-and-pre-service-teacher-mathematics-education-defining-a-signature-pedagogy-for-mathematics-education-using-ict-and-based-on-the-metaphor-mathematics-is-a-language
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