Creating Tools for Inquiry-Based Mathematics Learning from Technological Pedagogical Content Knowledge Perspectives: Collaborative Design Approach

Autor/inn/en	Yan, Zhi Ming; Chai, Ching Sing; So, Hyo-Jeong
Titel	Creating Tools for Inquiry-Based Mathematics Learning from Technological Pedagogical Content Knowledge Perspectives: Collaborative Design Approach
Quelle	In: Australasian Journal of Educational Technology, 38 (2018) 4, S.57-71 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Teaching Methods; Teacher Collaboration; Secondary School Teachers; Mathematics Teachers; Mathematics Instruction; Inquiry; Course Descriptions; Computer Mediated Communication; Content Analysis; Preservice Teachers; Instructional Design; Teamwork; Foreign Countries; China + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Kursstrukturplan; Computerkonferenz; Inhaltsanalyse; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland
Abstract	This study employed the technological pedagogical content knowledge (TPACK) framework to guide the collaborative design process between preservice and practicing teachers. The teams designed technological pedagogical mathematics tools (TPMTs) for inquiry-based learning based on the syllabi for secondary mathematics. The content of the chat messages of preservice and practicing teachers was coded with different dimensions of TPACK to unpack the process of how the teams arrived at critical design decisions. The TPMTs were further evaluated by 30 practicing mathematics teachers, with respect to three criteria: (1) technology tools and curriculum goals, (2) technology tools and teaching activities, and (3) the fit between pedagogy and technology. The content analysis revealed that the collaborative design process involved three clear stages, demarcated by the different versions of the TMPTs: replacement, enhancement, and transformation. Practicing teachers' pedagogical content knowledge played a crucial role in the design of pedagogically sound tools, and for refining the initial TPACK of preservice teachers. The subsequent evaluations supported the positive pedagogical values of the TPMTs. Overall, this study contributes to TPACK research with a case where the collaborative design process with distributed expert knowledge can be synthesised to create pedagogically sound technological tools for mathematics. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01