Analyzing Teachers' Knowledge Based on Their Approach to the Information Provided by Technology

Autor/in	Rocha, Helena
Titel	Analyzing Teachers' Knowledge Based on Their Approach to the Information Provided by Technology
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 1, S.132-145 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rocha, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Knowledge Base for Teaching; Technological Literacy; Technology Uses in Education; Mathematics Instruction; Grade 10; High School Teachers; Foreign Countries; Graphing Calculators; Mathematics Teachers; Fidelity; High School Students; Portugal + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Grafischer Taschenrechner; Mathematics; Mathematik; Student; Students; Schüler; Schülerin; Studentin
Abstract	Teachers' knowledge plays a central role in technology integration. In this study we analyze situations, where there is some divergence between the mathematical results and the information offered by the graphing calculator (lack of mathematical fidelity), putting the focus in the teachers and in their approaches. The goal of this study is to analyze, in the light of knowledge for teaching mathematics with technology (KTMT) model, the teachers' professional knowledge, assuming the situations of lack of mathematical fidelity as having the potential to reveal some characteristics of their knowledge. Specifically, considering the teaching of functions at 10th grade (age 16), we intend to analyze: (1) What knowledge do the teachers have of technology and of its mathematical fidelity? (2) What can the teachers' options related to situations of lack of mathematical fidelity tell us about their knowledge in other KTMT domains? The study adopts a qualitative and interpretative approach based on the case studies of two teachers. Data were collected by interviews and class observation, being the analysis guided by the KTMT model. The main result points to the relevance of the mathematics and technology knowledge. However, there is evidence of some difficulties to integrate the information provided by the technology with the mathematics, and also of some interference of the teaching and learning and technology knowledge, and specifically of the knowledge related to the students. This suggests that the analysis of the teachers' actions in relation to situations of lack of mathematical fidelity, can be useful to characterize their KTMT. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01