The Investigation of the Effect of Mathematics TPACK-Based Course on Pre-service Mathematics Teachers' TPACK
Main Article Content
Keywords
Mathematics TPACK-based course, pre-service mathematics teachers, TPACK
Abstract
The ability to teach with technology is the uppermost thing that teachers need to develop for teaching in this modern world society. Thisstudy investigated the effect of Technology and Information in a Mathematics education course based on the Technological Pedagogical Content Knowledge (TPACK) framework on Pre-Service Mathematics teachers' TPACK. The data was collected from 23 pre service mathematics teachers at a university in Bangkok, Thailand. The course was designed by synthesizing existing literature on the TPACK framework and tailoring it to the specific needs and technological resources available to the participants. We used content analysis and intelligent verbatim transcription techniques to analyze pre-service mathematics teachers' TPACK from the video-recorded micro-teaching sessions and lesson plans. The result indicated that the Mathematics TPACKbased course positively affected pre-service Mathematics teachers' TPACK. It is recommended that instructors should prioritize the pre-service teachers' ability to formulate relevant questions to strengthen student learning in mathematics.
References
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Lyublinskaya, I., & Kaplon-Schilis, A. (2022). Analysis of differences in the levels of TPACK: Unpacking Performance
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McMullin, C. (2021). Transcription and Qualitative Methods: Implications for third sector research. VOLUNTAS International Journal of Voluntary and Nonprofit Organizations, 34(1), 140-153. https://doi.org/10.1007/s11266-021-00400-3
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Pari Condori, A., Mendoza Velazco, D. J., & Auccahuallpa Fernández, R. (2020). GeoGebra as a technological tool in the process of teaching and learning geometry. In Conference on Information and Communication Technologies of Ecuador. Springer,
Cham.
Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., & Viera, J. (2022b). Teaching Mathematics with Technology: TPACK and Effective Teaching Practices. Education Sciences, 12(2), 133. https://doi.org/10.3390/educsci12020133
Rizos, I., & Gkrekas, N. (2023). Is there room for conjectures in mathematics? The role of dynamic geometry environments. European Journal of Science and Mathematics Education, 11(4), 589-598. https://doi.org/10.30935/scimath/13204
Sardana, N., Shekoohi, S., Cornett, E. M., & Kaye, A. D. (2023b). Qualitative and quantitative research methods. In Elsevier eBooks (pp. 65-69). https://doi.org/10.1016/b978-0-323-98814-8.00008-1
Setyo, A. A., Pomalato, S. W., Hulukati, E. P., Machmud, T., & Djafri, N. (2023). Effectiveness of TPACK-Based Multimodal Digital Teaching Materials for Mathematical Critical Thinking Ability. International Journal of Information and Education Technology, 13(10), 1604-1608. https://www.ijiet.org/vol13/IJIET-V13N10-1968.pdf
Sofeia, N., Zhao, J., & Usman, A. (2023). The Relationship between Perceived TPACK and Active Learning and High Order Thinking of Students in Online Environment. Asian Journal of Research In Education And Social Sciences, 5(1), 87-107. Retrieved from https://myjms.mohe.gov.my/index.php/ajress/article/view/21587
Spiegel, J. (2021b). Prensky revisited: Is the term "Digital native" still applicable to today’s learner? Deleted Journal, 44(2), 12-15. https://doi.org/10.58680/elq202131529
Tanak, A. (2020b). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. https://so04.tci-thaijo.org/index.php/kjss/article/view/229145
The Ministry of Education, Thailand,. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Kurusapa Ladprao.
Üstün, Ö. N. (2021b). The impact of dynamic Geometry software on creating constructivist learning environment. In Advances in educational technologies and instructional design book series (pp. 248-265). https://doi.org/10.4018/978-1-7998-8327-2.ch015
Yanuarto, W. N., & Jaelani, A. (2021b). High-Level Thinking and TPACK of Pre-Service Mathematics Teachers in the 21st Century learning. EDUMATICA | Jurnal Pendidikan Matematika, 11(03), 18-31. https://doi.org/10.22437/edumatica.v11i03.14338
Adulyasas, L. (2017). Measuring and factors influencing mathematics teachers'
technological pedagogical and content knowledge (TPACK) in three southernmost provinces, Thailand. AIP Conference Proceedings. https://doi.org/10.1063/1.4995159
Akkoc, H. (2022). Utilizing the TPACK framework to analyze the DecisionMaking processes of Pre-Service mathematics teachers in choosing GeoGebra activities. Association for the Advancement of Computing in Education (AACE).
Aktaş, İ., & Özmen, H. (2021). Assessing the performance of Turkish science pre-service teachers in a TPACK-practical course. Education and Information Technologies, 27(3), 3495-3528. https://doi.org/10.1007/s10639-021-10757-z
Akyuz, D. (2018b). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers & Education, 125, 212-225. https://doi.org/10.1016/j.compedu.2018.06.012
Almeida, F. (2018). Strategies to perform a mixed methods study. European Journal of Education Studies. https://doi.org/10.46827/ejes.v0i0.1902
Atif, A., Richards, D., & Bilgin, A. (2013). A student retention model: Empirical, theoretical and pragmatic considerations. AIS Electronic Library (AISeL). https://aisel.aisnet.org/acis2013/141
Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics
achievement in K-12 classrooms: A meta-analysis. Educational research review, 9, 88-113. https://doi.org/10.1016/j.edurev.2013.01.001
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage
publications.
Da Silva Bueno, R. W., Lieban, D., & Ballejo, C. C. (2021b). Mathematics Teachers' TPACK Development Based on an Online Course with Geogebra. Open Education Studies, 3(1), 110-119. https://doi.org/10.1515/edu-2020-0143
Durdu, L., & Dag, F. (2017). Pre-Service Teachers' TPACK Development and Conceptions through a TPACK-Based Course. Australian Journal of Teacher Education (Online), 42(11), 150-171. https://doi.org/10.14221/ajte.2017v42n11.10
Ergulec, F., Eren, E., & Ersoy, M. (2021b). Implementation of TPACK-Based Instructional Design model in an emergency remote course. Hacettepe University Journal of Education, 1-13. https://doi.org/10.16986/huje.2021073521
Ghosh, J. (2020). Dynamic geometry software: A conjecture making tool. At Right Angles, 86-92. https://publications.azimpremjiuniversity.edu.in/3030/
Kaplon-Schilis, A., & Lyublinskaya, I. (2018). Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK. In Proceedings of Society for Information Technology & Teacher Education International Conference. Association
for the Advancement of Computing in Education (AACE).
Kennedy, D., & Fox, R. (2013, April 19). 'Digital natives': An Asian perspective for using learning technologies. Learning & Technology Library (LearnTechLib). https://www.learntechlib.org/p/111901/
Kirschner, P. A., & De Bruyckere, P. (2017b). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. https://doi.org/10.1016/j.tate.2017.06.001
Kittivarakul, V., Piasai, K., Hajisalah, S., Janjaroon, A., & Chaladgarn, T. (2023). Result of Teaching Technological Knowledge for TPACK of PreService Mathematics Teachers with Pedagogical Knowledge and Content Knowledge. Journal of Research Unit on Science, Technology and Environment for Learning, 14(1), 94-109. https://doi.org/10.14456/jstel.2023.8
Kleinheksel, A., Rockich-Winston, N., Tawfik, H., & Wyatt, T. R. (2020). Demystifying content analysis. American Journal of Pharmaceutical Education, 84(1), 7113. https://doi.org/10.5688/ajpe7113
Koehler, M. J., Mishra, P., & Cain, W. (2013b). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
Lyublinskaya, I., & Kaplon-Schilis, A. (2022). Analysis of differences in the levels of TPACK: Unpacking Performance
Indicators in the TPACK Levels Rubric. Education Sciences, 12(2), 79. https://doi.org/10.3390/educsci1202007
McMullin, C. (2021). Transcription and Qualitative Methods: Implications for third sector research. VOLUNTAS International Journal of Voluntary and Nonprofit Organizations, 34(1), 140-153. https://doi.org/10.1007/s11266-021-00400-3
Office of the Basic Education Commission. (2017). Mathematics indicators and cores In Basic Education Core Curriculum B.E. 2551 (A.D. 2008). https://www.ipst.ac.th/wpcontent/uploads/2020/10/CoreCurriculum2551-en.pdf
Pari Condori, A., Mendoza Velazco, D. J., & Auccahuallpa Fernández, R. (2020). GeoGebra as a technological tool in the process of teaching and learning geometry. In Conference on Information and Communication Technologies of Ecuador. Springer,
Cham.
Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., & Viera, J. (2022b). Teaching Mathematics with Technology: TPACK and Effective Teaching Practices. Education Sciences, 12(2), 133. https://doi.org/10.3390/educsci12020133
Rizos, I., & Gkrekas, N. (2023). Is there room for conjectures in mathematics? The role of dynamic geometry environments. European Journal of Science and Mathematics Education, 11(4), 589-598. https://doi.org/10.30935/scimath/13204
Sardana, N., Shekoohi, S., Cornett, E. M., & Kaye, A. D. (2023b). Qualitative and quantitative research methods. In Elsevier eBooks (pp. 65-69). https://doi.org/10.1016/b978-0-323-98814-8.00008-1
Setyo, A. A., Pomalato, S. W., Hulukati, E. P., Machmud, T., & Djafri, N. (2023). Effectiveness of TPACK-Based Multimodal Digital Teaching Materials for Mathematical Critical Thinking Ability. International Journal of Information and Education Technology, 13(10), 1604-1608. https://www.ijiet.org/vol13/IJIET-V13N10-1968.pdf
Sofeia, N., Zhao, J., & Usman, A. (2023). The Relationship between Perceived TPACK and Active Learning and High Order Thinking of Students in Online Environment. Asian Journal of Research In Education And Social Sciences, 5(1), 87-107. Retrieved from https://myjms.mohe.gov.my/index.php/ajress/article/view/21587
Spiegel, J. (2021b). Prensky revisited: Is the term "Digital native" still applicable to today’s learner? Deleted Journal, 44(2), 12-15. https://doi.org/10.58680/elq202131529
Tanak, A. (2020b). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. https://so04.tci-thaijo.org/index.php/kjss/article/view/229145
The Ministry of Education, Thailand,. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Kurusapa Ladprao.
Üstün, Ö. N. (2021b). The impact of dynamic Geometry software on creating constructivist learning environment. In Advances in educational technologies and instructional design book series (pp. 248-265). https://doi.org/10.4018/978-1-7998-8327-2.ch015
Yanuarto, W. N., & Jaelani, A. (2021b). High-Level Thinking and TPACK of Pre-Service Mathematics Teachers in the 21st Century learning. EDUMATICA | Jurnal Pendidikan Matematika, 11(03), 18-31. https://doi.org/10.22437/edumatica.v11i03.14338
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Oct 28, 2024
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Kittivarakul, V., & Lertamornpong, C. (2024). The Investigation of the Effect of Mathematics TPACK-Based Course on Pre-service Mathematics Teachers’ TPACK. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.vi.2701
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Section 1: Research Articles and Research Briefs
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