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An Examination of Technology Usage Levels of Pre-Service Mathematics Teachers' Microteaching Lesson Plans Based on the 5E Model: A Case Survey

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Bibliographic Details
Title: An Examination of Technology Usage Levels of Pre-Service Mathematics Teachers' Microteaching Lesson Plans Based on the 5E Model: A Case Survey
Language: English
Authors: Tuğba Hangül Demirci, Hatice Akkoç, Özlem Çeziktürk
Source: Mathematics Teaching Research Journal. 2026 18(1):300-319.
Availability: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Intended Audience: Researchers; Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Microteaching, Preservice Teachers, Preservice Teacher Education, Lesson Plans, Educational Technology, Mathematics Teachers, Models, Teacher Education Programs, Foreign Countries, Technology Uses in Education, Mathematics Instruction, Secondary School Mathematics, Teaching Skills, Technology Integration, Pedagogical Content Knowledge
Geographic Terms: Turkey (Istanbul)
ISSN: 2573-4377
Abstract: The knowledge and skills that pre-service mathematics teachers (PMTs) should have for effective technology-enhanced mathematics teaching are essential for efficient classroom practices. This study aims to examine the PMTs' planning processes of technology-enhanced microteaching lessons based on the 5E (engage, explore, explain, elaborate, evaluate) model and determine their technology usage levels during the 5E phases. We designed a case survey model. The participants were 24 PMTs enrolled in a mathematics teacher preparation program at a state university in Istanbul. Data consisted of 24 PMTs' high school-level lesson plans and teaching notes. We analyzed the data using the Techno-Pedagogical Integration Matrix (TPIM), whose x-axis consists of the phases of the 5E instructional model, and the y-axis consists of the technology usage levels of the SAMR (substitution, augmentation, modification, redefinition) model. While the 5E phases during which participants used technology most were the engagement and exploration phases, the highest level of technology use, according to the SAMR model, was at the modification level in the exploration phase of the 5E model. This study serves as a valuable resource for researchers and educators seeking to incorporate the SAMR model into mathematics teaching, offering a clearer, more context-specific interpretation of the model.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1515262
Database: ERIC
Description
Abstract:The knowledge and skills that pre-service mathematics teachers (PMTs) should have for effective technology-enhanced mathematics teaching are essential for efficient classroom practices. This study aims to examine the PMTs' planning processes of technology-enhanced microteaching lessons based on the 5E (engage, explore, explain, elaborate, evaluate) model and determine their technology usage levels during the 5E phases. We designed a case survey model. The participants were 24 PMTs enrolled in a mathematics teacher preparation program at a state university in Istanbul. Data consisted of 24 PMTs' high school-level lesson plans and teaching notes. We analyzed the data using the Techno-Pedagogical Integration Matrix (TPIM), whose x-axis consists of the phases of the 5E instructional model, and the y-axis consists of the technology usage levels of the SAMR (substitution, augmentation, modification, redefinition) model. While the 5E phases during which participants used technology most were the engagement and exploration phases, the highest level of technology use, according to the SAMR model, was at the modification level in the exploration phase of the 5E model. This study serves as a valuable resource for researchers and educators seeking to incorporate the SAMR model into mathematics teaching, offering a clearer, more context-specific interpretation of the model.
ISSN:2573-4377