Connections between Prospective Middle-Grades Mathematics Teachers' Technology-Enhanced Specialized Content Knowledge and Beliefs

Autor/inn/en	Zambak, Vecihi S.; Tyminski, Andrew M.
Titel	Connections between Prospective Middle-Grades Mathematics Teachers' Technology-Enhanced Specialized Content Knowledge and Beliefs
Quelle	In: RMLE Online: Research in Middle Level Education, 46 (2023) 1, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zambak, Vecihi S.) ORCID (Tyminski, Andrew M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/19404476.2022.2151681
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Technological Literacy; Educational Technology; Mathematics Instruction; Geometry; Research Universities; Preservice Teacher Education; Teaching Methods; Student Attitudes; Technology Uses in Education; Middle School Mathematics; Computer Software + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Geometrie; Forschungseinrichtung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The authors explore the influence of instructional technologies on teachers' subject-matter knowledge as well as how this knowledge is mediated by context, experience, and beliefs about teaching, mathematics, and technology. This study examined how four pre-service middle grades mathematics teachers' (PSTs) beliefs about teaching, mathematics, and technology influenced their subject matter knowledge specific to the teaching profession (i.e, specialized content knowledge [SCK]). Embedded-unit single case study analysis revealed that PSTs' different beliefs about teaching, mathematics, and technology indicated various impacts of the use of dynamic geometry software on their SCK. PSTs who viewed teaching mathematics with technology as an effective pedagogical decision to support students' understanding and self-discovery of their subject matter knowledge demonstrated more dynamic SCK with dynamic geometry software. The authors discuss interconnections between PSTs' beliefs and knowledge and share implications for technology-enhanced teacher education of middle grades mathematics teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01