ERIC Number: EJ1465603
Record Type: Journal
Publication Date: 2025
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: EISSN-1360-0540
Available Date: 0000-00-00
Developing TPACK through Task Design: Exploring the Use of Multiple Modes of Representation and the Promotion of Mathematical Processes
José María Gavilán-Izquierdo1; Inés Gallego-Sánchez1
Journal of Education for Teaching: International Research and Pedagogy, v51 n1 p28-45 2025
This research considers the need to train teachers who can effectively integrate technology for teaching and learning mathematics. The primary goal of this research is to showcase a successful training experience by identifying and describing some indicators of the technological pedagogical content knowledge acquired by pre-service early childhood education teachers during their participation in this initial training programme. Specifically, we focus on the different ways of representing mathematical concepts and the mathematical processes that can be activated by including such modes of representation. The participants in this research were 28 PECTs, who were organised into groups that planned a set of tasks using technology to teach geometric concepts. The results show that the groups employed a variety of modes of representation, translations and transformations (connections), fostering the emergence of different mathematical processes. Thus, our proposal to integrate technology was satisfactory in this sense, suggesting its potential applicability across diverse subjects, particularly those in which the ways of representing concepts play a relevant role. Also, the analysis conducted may be extrapolated to subjects others than mathematics.
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Mathematics Instruction, Mathematical Concepts, Technology Integration, Teaching Methods, Faculty Development, Learning Processes, Preservice Teachers, Preschool Teachers, Teacher Education Programs, Geometric Concepts, Task Analysis, Educational Games, Computer Assisted Instruction, Virtual Classrooms
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Departamento de Didáctica de las Matemáticas, Universidad de Sevilla, Sevilla, Spain