Mathematics Student Teachers' Task Design Processes: The Case of History, Theory, Technology, and Modeling

Autor/in	Hidiroglu, Çaglar Naci
Titel	Mathematics Student Teachers' Task Design Processes: The Case of History, Theory, Technology, and Modeling
Quelle	In: Journal of Pedagogical Research, 6 (2022) 5, S.17-53 (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Teachers; Student Teachers; Instructional Design; Mathematics Instruction; Programming; Task Analysis; Learning Processes; Mathematical Models; Technology Uses in Education; Mathematics Education; Middle School Teachers; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics lessons; Mathematikunterricht; Programmierung; Aufgabenanalyse; Learning process; Lernprozess; Mathematical model; Mathematisches Modell; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Bildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ausland; Türkei
Abstract	This study adopts a holistic single-case design to explain the task design processes of mathematics student teachers (MSTs) regarding History, Theory, Technology, and Modeling (HTTM). A criterion sampling method was used to select nine MSTs who had successfully completed "algorithms and programming" course. Video analyses, written answer sheets, scratch papers, and GeoGebra files were used to obtain data, including the views of MSTs on HTTM task design. Data analysis was performed using a content analysis method based on the theoretical framework of HTTM learning. The results revealed that HTTM design processes included task, focus/origin, problem, design (prototype), results, and approved reports. Furthermore, the mental steps that connected these basic components were found to be investigating, exploring, designing, evaluating, revising, and reporting. One of the key challenges experienced by the MSTs was found to be spending a great amount of time especially while determining a focus. The study has been finalised with a set of suggestions for future designs. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01