THE EFFECTS OF A TECHNOLOGY COURSE WITH COLLABORATIVE DESIGN ON PROSPECTIVE TEACHERS' KNOWLEDGE AND BELIEFS.

Saved in:

Bibliographic Details
Title:	THE EFFECTS OF A TECHNOLOGY COURSE WITH COLLABORATIVE DESIGN ON PROSPECTIVE TEACHERS' KNOWLEDGE AND BELIEFS.
Authors:	Davis, Jon D.¹ jon.davis@wmich.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2020, p2165-2173. 9p.
Subject Terms:	Mathematics teachers, Pedagogical content knowledge, Teacher attitudes, Theory of knowledge, *Mathematics education, Algebra software
Abstract:	This study investigates the effects of a technology methods course containing a unique collaborative design experience on prospective elementary and secondary mathematics teachers' technological beliefs, computer algebra system (CAS) beliefs, and technological pedagogical content knowledge (TPACK). Overall gain scores on all three instruments were statistically significant. Moreover, gender and level (elementary vs. secondary) were statistically significant predictors of TPACK gain scores. However, the influence of level on TPACK gain score was different for female prospective teachers (PTs) than male PTs. Even in the case of low gain scores PTs displayed beliefs that were aligned with productive uses of technology in the classroom. PTs showed greater gains on knowledge subdomains associated with technological knowledge than on technology free subdomains (e.g., pedagogical content knowledge). [ABSTRACT FROM AUTHOR]
	Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study investigates the effects of a technology methods course containing a unique collaborative design experience on prospective elementary and secondary mathematics teachers' technological beliefs, computer algebra system (CAS) beliefs, and technological pedagogical content knowledge (TPACK). Overall gain scores on all three instruments were statistically significant. Moreover, gender and level (elementary vs. secondary) were statistically significant predictors of TPACK gain scores. However, the influence of level on TPACK gain score was different for female prospective teachers (PTs) than male PTs. Even in the case of low gain scores PTs displayed beliefs that were aligned with productive uses of technology in the classroom. PTs showed greater gains on knowledge subdomains associated with technological knowledge than on technology free subdomains (e.g., pedagogical content knowledge). [ABSTRACT FROM AUTHOR]
DOI:	10.51272/pmena.42.2020-371