Developing Elementary Pre-service Teachers’ Technological, Pedagogical, and Content Knowledge for Learning and Teaching Division of Fractions
Several studies indicate pre-service elementary school teachers’ (PSTs) lack of understanding in division of fractions due to limited conceptual understanding in this content area (Ball, 1990; Schwartz, 2008). The purpose of this study is to examine how TPACK (integrating technological, pedagogical, and content knowledge) can enhance PSTs’ conceptual understanding of division of fractions. The outcome of this study shows PSTs are able to create models to convey the concept; write mathematic sentences to describe these models; explain their understanding in words; and demonstrate connections between different mathematical representations by using TPACK.
||theme: technologies for learning, TPACK, Conceptual Understanding, Smartboard
International Journal of Technology, Knowledge and Society, Volume 9, Issue 2, pp.185-204.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 859.233KB).
Assistant Professor, Department of Teaching and Learning, College of Education, University of Alaska Anchorage, Anchorage, Alaska, USA
Dr. Hsing-Wen Hu focuses on his teaching and research on students’ conceptual understanding in mathematics education. His current studies reveal that applying TPACK model (integration of technology, pedagogy, and content knowledge) into mathematic curriculum enhances students’ conceptual understanding in mathematical learning. Furthermore, he extended his study on incorporating TPACK model into learner’s mathematical disposition, such as mathematical habits of mind. The initial results suggest that technology can be a useful tool for mathematics educator to develop students’ mathematical habits of mind during problem-solving.
Advanced Education Technology Coordinator, College of Education, University of Alaska Anchorage, Anchorage, AK, USA
As an instructional designer for the College of Education (COE) at the University of Alaska Anchorage (UAA), Katie supports 30 full-time faculty and 25 adjunct faculty in using educational technology to supplement their face-to-face, distance, and hybrid courses in teacher/principal preparation. Her background as a secondary and post-secondary educator helps her effectively understand and interpret educational needs and develop effective instructional technology solutions
Associate Professor, Department of Teaching and Learning, College of Education, University of Alaska Anchorage, Anchorage, AK, USA
Dr. Wei-Ying Hsiao is an associate professor in the Department of Teaching and Learning at University of Alaska Anchorage. Before moved to Alaska, she was an associate professor in Graduate Studies in Education at Southern Utah University, USA. She has taught Educational Psychology and Curriculum in undergraduate; in addition, she has been teaching Assessment, Classroom Management, Multicultural Education, Become a Master Teacher, Proposal Writing, and Educational Research both in online and face-to-face courses in graduate studies. Her recently research projects include diversity and multicultural education in the curriculum, e-books in school settings, integrated technology into curriculum, pre- and in-service teachers’ beliefs on technology teaching projects, learner–centered approach and learning environment, and online learning environment.
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