TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language”.
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| Title: | TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language”. |
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| Authors: | Larkin, Kevin1 (AUTHOR) Romina.Jamieson-Proctor@usq.edu.au, Jamieson-Proctor, Romina1 (AUTHOR), Finger, Glenn2 (AUTHOR) |
| Source: | Computers in the Schools. 2012, Vol. 29 Issue 1/2, p207-226. 20p. 1 Diagram, 6 Charts. |
| Subject Terms: | *Education of mathematics teachers, *Mathematics education (Higher), *Teachers, *Education, *Professional education, *Technological literacy, *High technology & education, Digital technology |
| Geographic Terms: | Australia |
| Abstract: | National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that “signature pedagogy” (Shulman, 2005) is the use of a key metaphor which views mathematics as a language and suggests that mathematics should be taught and learned as any other language. This article provides a summary of the findings of an action research project involving two cohorts of undergraduate mathematics education students in an Australian university. Data collected was used to inform targeted changes to improve the technological pedagogical approach employed by the course team across two offers of the course to enhance student learning and align the course with the expectations for graduate teachers. The implications of this action research are provided to inform the design and implementation of pre-service teacher education courses with respect to the development of TPACK capabilities specifically in mathematics education. [ABSTRACT FROM PUBLISHER] |
| Copyright of Computers in the Schools is the property of Taylor & Francis Ltd 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 |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 74404385 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language”. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Larkin%2C+Kevin%22">Larkin, Kevin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Romina.Jamieson-Proctor@usq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Jamieson-Proctor%2C+Romina%22">Jamieson-Proctor, Romina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Finger%2C+Glenn%22">Finger, Glenn</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Computers+in+the+Schools%22">Computers in the Schools</searchLink>. 2012, Vol. 29 Issue 1/2, p207-226. 20p. 1 Diagram, 6 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+of+mathematics+teachers%22">Education of mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education+%28Higher%29%22">Mathematics education (Higher)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Technological+literacy%22">Technological literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22High+technology+%26+education%22">High technology & education</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that “signature pedagogy” (Shulman, 2005) is the use of a key metaphor which views mathematics as a language and suggests that mathematics should be taught and learned as any other language. This article provides a summary of the findings of an action research project involving two cohorts of undergraduate mathematics education students in an Australian university. Data collected was used to inform targeted changes to improve the technological pedagogical approach employed by the course team across two offers of the course to enhance student learning and align the course with the expectations for graduate teachers. The implications of this action research are provided to inform the design and implementation of pre-service teacher education courses with respect to the development of TPACK capabilities specifically in mathematics education. [ABSTRACT FROM PUBLISHER] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Computers in the Schools is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=74404385 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/07380569.2012.651424 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 207 Subjects: – SubjectFull: Education of mathematics teachers Type: general – SubjectFull: Mathematics education (Higher) Type: general – SubjectFull: Teachers Type: general – SubjectFull: Education Type: general – SubjectFull: Professional education Type: general – SubjectFull: Technological literacy Type: general – SubjectFull: High technology & education Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language”. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Larkin, Kevin – PersonEntity: Name: NameFull: Jamieson-Proctor, Romina – PersonEntity: Name: NameFull: Finger, Glenn IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 07380569 Numbering: – Type: volume Value: 29 – Type: issue Value: 1/2 Titles: – TitleFull: Computers in the Schools Type: main |
| ResultId | 1 |
