scholarly journals The Initial Education of the Pedagogue and the Technologies in the Theoretical Perspective of the TPACK Model

2021 ◽  
Vol 5 (10) ◽  
pp. 38-48
Author(s):  
Marcelo Máximo Purificação ◽  
Nélia Maria Pontes Amado ◽  
Jeová Braga dos Santos ◽  
Pedro Márcio Pinto de Oliveira ◽  
Dayane Silva Borges ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Teaching Practice ◽  
Theoretical Perspective ◽  
Early Years ◽  
Risk Zone ◽  
Types Of Knowledge ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Bibliographic Study

Abstract: This qualitative and bibliographic study offers a discussion based on some of the work on teacher training and ICT developed in Brazil. The results of this research suggest the importance of understanding and the pedagogical use of technology in the formation of mathematics teachers in the early years, warning that the use of technology in teaching practice is walking in a Risk Zone, with all the issues involved, but recognizing that there is a great potential for improving teaching practice” (OLIVEIRA, 2008, p. 82). In this theoretical direction, Mishra and Koehler (2006) observe several types of knowledge that are important for the teacher in order to increase the climate of learning permeable to ICT (RICHIT, 2015). Keywords: Professional development; TPACK model; Mathematical knowledge.

scholarly journals ICT as a Tool for Professional Development: A Reflection on the Practices of those who teach Mathematics in the Early Years

2021 ◽  
Vol 5 (10) ◽  
pp. 49-60
Author(s):  
Marcelo Máximo Purificação ◽  
Nélia Maria Pontes Amado ◽  
Amanda Felix Oliveira ◽  
Lousana de Jesus Santana ◽  
Claudia de Souza Abadalla ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematical Knowledge ◽  
Teaching Practice ◽  
New Technologies ◽  
Theoretical Perspective ◽  
Early Years ◽  
Long Time ◽  
History Of ◽  
Good Teaching Practice ◽  
Relationship Of

Abstract: Professional development, seen from a theoretical perspective, can help us answer questions that work together to understand important aspects of good teaching practice. The first question that we put in this bibliographic text seeks to know how the base of mathematical knowledge of students of the Pedagogy course is constituted and from there to understand how technologies are integrated with the knowledge of future teachers, with regard to the development of mathematical knowledge. New technologies are contributing to the drastic changes that have been taking place for a long time and also to the very ones in the history of mankind. For Chauí (2002, p. 278), “the technical instruments are extensions of human body capacities and are intended to increase the relationship of our body with the world”, this can be a variable by which human development is enhanced and, subsequently, professional development.Keywords: Professional Development; TPACK model; Mathematical Knowledge.

scholarly journals Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

2021 ◽  
Vol 20 (1) ◽  
pp. 142
Author(s):  
Arrizalu Arsa Ringotama
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
English Education ◽  
Language Education ◽  
Information And Communications Technology ◽  
Teaching With Technology ◽  
Education Department ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching

The need for educators to integrate the use of technology in the classroom is growing for the past few years. However, previous studies indicated that the use of Information and Communications Technology (ICT) is still at a low level of what the education program requires. Furthermore, it seems that in the field of language education, there is limited research focusing on pre service teachers (PTs). Therefore, to address this gap, this paper aims at investigating how the pre service teacher's understanding of the TPACK principle and how they will apply TPACK in their classroom. This mix-method study is using TPACK questionnaire and interview through a random sampling of 68 pre-service teachers of English Education Department of UNS. Furthermore, the results revealed that most of the participants understood the concept of TPACK well, and they also had various ways to apply it in their classroom. It is expected that knowing pre service teachers' (PTs) perceptions about TPACK in teaching and learning process that can be beneficial for both English Education Department programs and PTs, such as understanding the PTs' teaching abilities, development of the use of technology in teaching by pre service teachers in order to improve teacher department programs itself to develop the teaching practice with the support of technology. In addition, this study has implications for experts interested in the development and assessment of pre service teachers' understanding of teaching with technology.

scholarly journals Knowledge evidenced by prospective mathematics teachers when performing a task involving geometry, teaching and the use of technology

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Yuri Morales-López
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Pedagogical Content ◽  
Trainee Teachers ◽  
Types Of Knowledge ◽  
Use Of Technology ◽  
Prospective Mathematics Teachers ◽  
Almost All ◽  
Use Of Knowledge ◽  
Do So

The types of knowledge that prospective mathematics teachers use when faced with tasks involving technology are interesting because this knowledge can be used as a basis for analyzing the relevance of these types of activities when teaching mathematics. This investigation is intended to identify the knowledge evidenced by these prospective teachers when they carry out an activity involving geometry, technology and pedagogy. To do so, a task was designed which was used with 65 trainee teachers, and the Technological Pedagogical Content Knowledge model was used to analyze the information gathered. The results show that prospective teachers make use of knowledge in all of the domains and almost all of the subdomains of the model, confirming that this type of activity triggers these types of knowledge.

scholarly journals CONOCIMIENTO ESPECIALIZADO PARA ENSEÑAR LA OPERACIÓN DE RESTA EN EDUCACIÓN INFANTIL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 4 ◽  
Author(s):  
M. Cinta Muñoz-Catalán ◽  
María del Mar Liñán García ◽  
Miguel Ribeiro
Keyword(s):  
Early Childhood ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Early Years ◽  
Early Childhood Teacher ◽  
Specialized Knowledge ◽  
Pedagogical Content ◽  
Starting Point

 Resumen: En este trabajo reflexionamos sobre el conocimiento profesional del profesor de Educación Infantil en relación con la resta. La atención al conocimiento deseable de este profesional es relativamente reciente, existiendo escasos estudios que aborden este tema. Partimos de la consideración de que este conocimiento es especializado; diferente al del profesor de Primaria o Secundaria; y su caracterización debe realizarse desde un enfoque centrado en la propia matemática. Esto nos lleva a considerar el modelo del Conocimiento Especializado del Profesor de Matemáticas (Mathematics Teachers’ Specialised Knowledge, MTSK) como herramienta teórica y analítica idónea para ofrecer una propuesta de elementos de conocimiento especializado que, a la luz de nuestra experiencia docente e investigadora, consideramos que deseables para este profesional en relación con la resta, incluyendo aspectos de conocimiento del contenido (Mathematical Knowledge, MK) y de conocimiento didáctico del contenido (Pedagogical Content Knowledge, PCK). La reflexión sobre esta propuesta nos lleva a destacar tres elementos principales que parecen caracterizadores de la naturaleza de este conocimiento: su densidad y cohesión, la profundidad de los conocimientos matemáticos implicados y su repercusión para construir un adecuado PCK; y la relevancia del conocimiento de las fases que los niños siguen en su proceso de comprensión del número. Se aportan sugerencias para la formación inicial y continua de estos profesionales.Palabras clave: Conocimiento especializado del profesor de matemáticas. MTSK. Profesor de Educación Infantil. Resta. Conocimiento matemático del contenido y conocimiento didáctico del contenido.KINDERGARTEN TEACHERS’ SPECIALISED KNOWLEDGE ON SUBTRACTION Abstract: In this paper we reflect upon the early childhood teachers’ professional knowledge in relation to subtraction. Paying attention to this professional desirable knowledge is relatively recent, and thus there are few studies that address it. We assume as a starting point the consideration that this knowledge is specialized; differs from that of primary or secondary teachers’; and its characterization must be carried out from an approach centered on mathematics itself. This leads us to consider the model of Mathematics Teachers’ Specialised Knowledge (MTSK) as a suitable theoretical and analytical tool to offer a proposal of specialized knowledge elements that, in light of our teaching and research experience, we considered desirable for the work of teaching of these professionals in relation to subtraction. In this proposal we include aspects of Mathematical Knowledge (MK) and of Pedagogical Content knowledge (PCK). In the proposal we highlight three main elements that seem to characterize the nature of this knowledge: its density and cohesion; the depth of the mathematical knowledge involved and its impact to build an adequate PCK; and the relevance of knowledge of the phases that children follow in their process of understanding the number. Some recommendations for early years teachers’ education are provided.Keywords: Mathematics Teachers’ Specialised Knowledge. MTSK. Early childhood teacher. Subtraction. Mathematical knowledge. Pedagogical content knowledge.CONHECIMENTO ESPECIALIZADO DO PROFESSOR DA EDUCAÇÃO INFANTIL NO ÂMBITO DO TEMA DA SUBTRAÇÃO Resumo: Neste trabalho, refletimos sobre o conhecimento profissional do professor de Educação Infantil em relação à subtração. Considerar como foco de atenção o conhecimento desejável destes professores é algo relativamente recente, existindo poucos estudos que abordam esta questão. Partimos da consideração de que esse conhecimento é especializado; diferente do conhecimento do professor das etapas escolares seguintes; e sua caracterização deve ser realizada a partir de uma abordagem centrada na própria matemática. Nesse sentido consideramos a conceitualização do Mathematics Teachers’ Specialized Knowledge (MTSK) como uma ferramenta teórica e analítica para conceitualizar uma proposta de elementos constituintes do conhecimento especializado ideal do professor no âmbito que, à luz de nossa experiência de ensino e pesquisa, consideramos desejável para este profissional em relação à subtração. Nesta proposta incluímos aspectos do conhecimento do conteúdo e do conhecimento pedagógico do conteúdo (PCK). Nesta proposta destacamos três elementos principais que parecem caracterizar a natureza desse conhecimento: sua densidade e coesão; a profundidade do conhecimento matemático envolvido e seu impacto para construir um PCK adequado; e a relevância do conhecimento do professor das fases que as crianças seguem no seu processo de compreensão do número em etapas educativas posteriores. São fornecidas sugestões para a formação inicial e contínua de professores.Palavras chave: Conhecimento Especializado em Professores de Matemática. MTSK. Professor de Educação Infantil. Subtração. Conhecimento matemático do conteúdo e conhecimento pedagógico do conteúdo.

scholarly journals Conhecimentos Didático-Matemáticos para Abordagem da Curva Normal no Ensino Médio

2021 ◽  
Vol 13 (4) ◽  
pp. 450-460
Author(s):  
André Fellipe Queiroz Araújo ◽  
José Ivanildo Felisberto de Carvalho
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Teaching Practice ◽  
School Mathematics ◽  
Diagnostic Study ◽  
Normal Curve ◽  
High School Mathematics ◽  
Statistics And Probability ◽  
High School Mathematics Teachers

ResumoInvestigações que tratem do conhecimento do professor de Matemática são sempre pertinentes e necessárias porque podem contribuir para a ressignificação e o melhoramento da prática docente. No presente texto, são discutidos os resultados de um estudo dissertativo que teve o objetivo de investigar os conhecimentos didático-matemáticos de professores de Matemática do Ensino Médio para abordagem da inter-relação entre a Estatística e a Probabilidade por meio da Curva Normal. Esse estudo está fundamentado no modelo teórico de Conhecimentos e Competências Didático-Matemáticos do professor – CCDM, desenvolvido no âmbito do Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática – EOS. Em termos metodológicos, essa pesquisa possui abordagem qualitativa, seu universo de participantes foi composto por 12 professores brasileiros de Matemática do Ensino Médio e seu desenrolar é contemplado por um estudo diagnóstico e um encontro formativo. Os resultados apontam que, inicialmente, os professores apresentaram lacunas nos conhecimentos didático-matemáticos sobre o tema. No entanto, por meio da realização do encontro formativo, no qual foi vivenciada a proposta de ensino, eles conseguiram avançar na construção, ressignificação e ampliação de seus conhecimentos didático-matemáticos sobre a inter-relação entre a Estatística e a Probabilidade por meio da Curva Normal. Concluímos que é pertinente o investimento nas formações acadêmicas e em formações continuadas de estudos semelhantes que possibilitem a apropriação e ampliação de conhecimentos didático-matemáticos de professores de Matemática sobre a Estatística e a Probabilidade. Palavras-chave: Estatística. Probabilidade. Curva Normal. Conhecimentos e Competências Didático-Matemáticos. Formação de Professores. AbstractInvestigations that deal with the mathematics teacher's knowledge are always relevant and necessary because they can contribute to the reframing and improvement of teaching practice. In the present text, the results of a dissertation study that aimed to investigate the didactic-mathematical knowledge of high school mathematics teachers to approach the interrelationship between Statistics and Probability through the Normal Curve are discussed. This study is based on the theoretical model of Teacher's Competences and Didactic-Mathematical Knowledge - CCDM, developed within the scope of the Ontosemiotic focus to Knowledge and Mathematical Instruction - EOS. In methodological terms, this research has a qualitative approach, its universe of participants was composed of 12 Brazilian high school mathematics teachers and its course is contemplated by a diagnostic study and a formative meeting. The results show that, initially, teachers had gaps in didactic-mathematical knowledge on the topic. However, through the formative meeting, in which the teaching proposal was experienced, they managed to advance in the construction, reframing and expansion of their didactic-mathematical knowledge about the interrelationship between Statistics and Probability through the Curve Normal. We conclude that it is pertinent to invest in academic training and in continuing training in similar studies that enable the appropriation and expansion of didactic-mathematical knowledge of mathematics teachers on statistics and probability. Keywords: Statistic. Probability. Normal Curve. Knowledge and Skills Didactic-Mathematics. Teacher Training.

scholarly journals Middle school teachers’ opinions about using Vustat and Tinkerplots in the data processing in middle school mathematics

2018 ◽  
Vol 9 (1) ◽  
pp. 01-36 ◽  
Author(s):  
Esat Avcı ◽  
Orkun Coşkuntuncel
Keyword(s):  
Middle School ◽  
Data Processing ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Study Group ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Purposeful Sampling ◽  
Research Show

The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.

EFL Teachers' Knowledge of Technology in China

2017 ◽  
pp. 23-37
Author(s):  
Yanjiang Teng
Keyword(s):  
Administrative Support ◽  
Teaching Practice ◽  
Teaching Context ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Attitudes Towards Technology ◽  
Efl Teachers ◽  
Specific Support

Through the lens of teachers of English as a Foreign Language (EFL) in China, this chapter aims to examine what knowledge of technology EFL teachers at all levels possess and how they apply their technological knowledge in teaching practice. The reviewed literature indicated that most EFL teachers hold positive attitudes towards technology. However, there still exists a gap between the curriculum requirement and the reality in terms of technological pedagogy in EFL teaching context. EFL teachers' use of technology in teaching varies in terms of personal preferences, school levels and locations, and administrative support. In addition, this review revealed that several factors influence EFL teachers' integration of technology into their practice and some challenges are still on the way: 1) EFL teachers' knowledge of technology is insufficient; 2) Lack of resources for schools and teachers at less developed areas, and 3) Lack of specific support for EFL teachers' technological needs.

Os desafios e as possibilidades da prática curricular articulada ao uso das tecnologias: suscitando reflexões em relação à escola e para além dela (p. 223-250)

1969 ◽  
Author(s):  
Mariana dos Reis Alexandre ◽  
Thais Cristina Rodrigues Tezani
Keyword(s):  
Public Schools ◽  
State Government ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sao Paulo ◽  
Early Years ◽  
São Paulo ◽  
Use Of Technology ◽  
Wide Range ◽  
Municipal Schools

ResumoCom a finalidade de garantir o processo de ensino e aprendizagem da língua escrita e falada, o governo do Estado de São Paulo estabeleceu como currículo oficial os Programas Ler e Escrever (2007) e o EMAI (2012). Já nas escolas municipais de Bauru/SP, a partir de 2013, entrou em ação o Currículo Comum, visando à unificação curricular. O currículo tem um vasto campo de definições e merece maior atenção dos professores para ser adequado aos usos das tecnologias, as quais cada vez mais estão presentes no contexto em que vivemos. O presente trabalho teve como finalidade analisar a relação entre o currículo de algumas escolas estaduais e municipais de Bauru/SP no que tange à sua articulação com o uso das tecnologias nos anos iniciais do ensino fundamental, contrapondo a proposta curricular e a prática docente. Dessa forma, indagamos se há a articulação no cotidiano das escolas públicas em relação à tecnologia diante dos currículos vigentes. Para responder essa e outras indagações, realizamos uma pesquisa empírica, de base qualitativa, que utilizou como instrumento de coleta de dados análise bibliográfica, documental, entrevista e questionário com nove professores de escolas públicas da cidade de Bauru/SP. Identificamos que há flexibilidade curricular para a articulação ao uso das tecnologias. Também há diversos desafios e possibilidades relacionados às políticas públicas e à capacitação dos professores para lidar com as exigências da era digital. Palavras-chave: Currículo. Educação. Tecnologia. Programa Ler e Escrever. EMAI.AbstractIn order to ensure the teaching and learning process of written and spoken language, the state government of Sao Paulo established as official curriculum Programs Reading and Writing (2007) and the EMAI (2012). Already in the public schools of Bauru SP from 2013, it took action the Common Curriculum, aimed at curricular unification. The curriculum has a wide range of definitions and deserves more attention from teachers, to be suitable to the uses of the technologies, which are increasingly present in the context in which we live. This study aimed to analyze the relationship between the curriculum of some state and municipal schools of Bauru in regard to its relationship with the use of technology in the early years of elementary school, opposing the proposed curriculum and teaching practice. Thus we ask if there is a joint in public schools every day, in relation to technology, given the existing curricula. To answer this and other questions, we conducted an empirical research, qualitative basis, which used as data collection instrument literature review, documentary, interview and questionnaire with nine teachers from public schools in the city of Bauru. We found that there is curricular flexibility to the joint of the technologies usage. There are also several challenges and possibilities related to public policies and training of teachers to deal with the demands of the digital age.Keywords: Curriculum. Education. Tecnology. Read and Write Program. EMAI.ResumenCon el fin de garantizar el proceso de enseñanza y aprendizaje de la lengua escrita y hablada, el gobierno del estado de Sao Paulo estableció como currículo oficial Programas lectura y escritura (2007) y la EMAI (2012). Ya en las escuelas públicas de Bauru SP de 2013, entró en acción el Currículo Común, dirigida a la unificación curricular. El plan de estudios tiene una amplia gama de definiciones y merece más atención por parte de los profesores, que son adecuados a los usos de las tecnologías, que son cada vez más presente en el contexto en el que vivimos. Este estudio tuvo como objetivo analizar la relación entre el plan de estudios de algunas escuelas estatales y municipales de Bauru en lo que respecta a su relación con el uso de la tecnología en los primeros años de la escuela primaria, se opone a la práctica curricular y la enseñanza propuesta. Por lo tanto le pedimos si hay un conjunto en las escuelas públicas de todos los días, en relación con la tecnología, teniendo en cuenta los planes de estudio existentes. Para responder a estas y otras preguntas, se realizó una investigación empírica, base cualitativa, que utilizó como instrumento de recolección de datos y de revisión bibliográfica, documental, entrevista y cuestionario con nueve profesores de las escuelas públicas en la ciudad de Bauru. Hemos encontrado que hay flexibilidad curricular de la articulación de la utilización de las tecnologías. También hay varios retos y posibilidades relacionadas con las políticas públicas y la formación de los docentes para hacer frente a las demandas de la era digital.Palabras clave: Currículo. Educación. Technology. La lectura y el programa de escritura. EMAI.

scholarly journals The Use of Technology among School Mathematics Teachers and Students: The New Wave of Recommended Instructions

2020 ◽  
pp. 18-29
Author(s):  
Evans Atteh ◽  
Isaac Assan-Donkoh ◽  
Frank Ayiku ◽  
Emmanuel Nkansah ◽  
Alfred Kofi Adams
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Mathematics Learning ◽  
School Mathematics ◽  
New Wave ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Integration Of Ict

People in the early stages were even afraid to touch the computer, but nowadays almost everybody can use the computer and its tools. Integration of ICT in mathematics is not merely using computer for typing and printing questions, searching and delivering lessons via PowerPoint but rather using ICT in teaching various topics in mathematics. Integration of ICT in mathematics education also has a positive impact on mathematics teaching and learning. It is therefore necessary for teachers in mathematics to use technology in teaching, and also to encourage students to use technology in mathematics learning. This will enable the students to better understand the mathematics concept taught. With the teaching and learning of mathematics becoming more and more technology base these days to the younger generations, it is, therefore, crucial to throw more light on the use of technology among school mathematics teachers and students which is the new wave of recommended instructions.

Sign in / Sign up

Export Citation Format

Share Document