Preservice Mathematics Teachers' Reasoning about Their Instructional Design for Using Technology to Teach Mathematics

Autor/inn/en	Yang, Kai-Lin; Cheng, Ying-Hao; Wang, Ting-Ying; Chen, Jhih-Cheng
Titel	Preservice Mathematics Teachers' Reasoning about Their Instructional Design for Using Technology to Teach Mathematics
Quelle	In: Asia-Pacific Journal of Teacher Education, 51 (2023) 3, S.248-265 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Kai-Lin) ORCID (Wang, Ting-Ying) ORCID (Chen, Jhih-Cheng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2023.2198116
Schlagwörter	Preservice Teachers; Mathematics Teachers; Student Attitudes; Thinking Skills; Abstract Reasoning; Instructional Design; Technology Uses in Education; Mathematics Instruction; Learning Experience; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Denkfähigkeit; Abstraktes Denken; Denken; Lesson concept; Lessonplan; Unterrichtsentwurf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Lernerfahrung; Ausland
Abstract	This study explored mathematics teachers' reasoning regarding their instructional design for technology use in teaching mathematics. Various types of qualitative data were obtained and analysed from a sample of 19 secondary and 28 primary preservice teachers. The findings showed that the purposes of technology use, teachers' conceptions of mathematics and its learning, their learning experience and knowledge of student thinking as well as mathematical cognition, and empirical inquiry were the main sources of teacher reasoning. Three levels of teacher reasoning were identified: descriptive, explanatory, and justifying. Our findings contributed to research on teacher professional development by identifying four types of technology use with a variety of pedagogical purposes, and formulating two main dimensions to characterise the three levels of teacher reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01