Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education

Autor/inn/en	Nantschev, Renate; Feuerstein, Eva; González, Rodrigo Trujillo; Alonso, Israel Garcia; Hackl, Werner O.; Petridis, Konstantinos; Triantafyllou, Evangelia; Ammenwerth, Elske
Titel	Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education
Quelle	In: Education Sciences, 10 (2020), Artikel 354 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nantschev, Renate) ORCID (Feuerstein, Eva) ORCID (Hackl, Werner O.) ORCID (Triantafyllou, Evangelia)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Teaching Methods; Educational Technology; Mathematics Instruction; College Mathematics; Comparative Education; College Faculty; Pedagogical Content Knowledge; Technological Literacy; Foreign Countries; Mathematics Teachers; Teacher Attitudes; Austria; Czech Republic; Denmark; Greece; Israel; Kosovo; Macedonia; Spain; Sweden; Uzbekistan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Vergleichende Erziehungswissenschaft; Fakultät; Pädagogische Kompetenz; Technisches Wissen; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Österreich; Tschechische Republik; Dänemark; Griechenland; Spanien; Schweden
Abstract	The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01