Inclusive Pedagogical Content Knowledge of Mathematics Teachers: Learning Disabilities vs. Hearing Impairments

2021 ◽  
pp. 1-18
Author(s):  
Dilsad Güven ◽  
Nejla Gürefe ◽  
Ahmet Arıkan
Keyword(s):  
Learning Disabilities ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Hearing Impairments ◽  
Pedagogical Content

scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

Interactive Whiteboards

2015 ◽  
pp. 288-307
Author(s):  
Tracy Goodson-Espy ◽  
Lisa Poling
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Technological Pedagogical Content Knowledge ◽  
Interactive Whiteboards ◽  
Mathematical Tasks ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

scholarly journals Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment

2016 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Ercan Atasoy ◽  
Neslihan Uzun ◽  
Berna Aygun
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Assessment Process ◽  
Multiple Choice Questions ◽  
Pedagogical Content ◽  
Assessment And Evaluation ◽  
Prospective Mathematics Teachers ◽  
Evaluation And Assessment

The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK) of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way. Keywords: Technological pedagogical content knowledge, prospective mathematics teachers

scholarly journals Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge

2013 ◽  
Vol 33 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Esra Bukova-Güzel ◽  
◽  
Berna Cantürk-Günhan ◽  
Semiha Kula ◽  
Zekiye Özgür ◽  
...  
Keyword(s):  
Scale Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions
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