Home » Vol. 25 no. 3 (2018)

Vol. 25 no. 3 (2018)

Contents of Vol. 25 No. 3 (2018)

 

Graphics calculators in the primary classroom: Student-Teachers’ beliefs and the TPACK Framework

By Suki Honey

DOI: 10.1564/tme_v25.3.01

Abstract: This paper addresses a gap in the literature on primary student-teachers’ use of graphics calculators.  A group of 12 student-teachers, specialising in mathematics, engaged in a mathematical task as learners, and then adapted the task for primary pupils.  Their lesson plan included graphics calculators, which the student-teachers taught to a class of primary pupils as part of their placement.  Recordings of discussions, and notes from the lesson observations were examined using the TPACK framework (Koehler et al, 2013).  Findings suggest student-teachers are strongly influenced by their prior experiences and beliefs about graphics calculators.  Despite demonstrating good levels of TPACK, student-teachers’ beliefs and attitudes re-emerged and superseded their positive experience of teaching with graphics calculators.  The ‘TPACK+’ framework is proposed, which recommends that beliefs and attitudes should be taken into account, as well as technological, pedagogical and content knowledge.

 

Pre-Service Mathematics Teachers’ Use of Web Resources

By Joanne Caniglia and Michelle Meadows

DOI: 10.1564/tme_v25.3.02

Abstract: The internet is used by teachers to help find resources to integrate technology into their classrooms in a variety of ways (Handal, Campbell, Cavanagh, Petocz, & Kelly, 2013).  The purpose of this study was to investigate the websites pre-service teachers (PSTs) used during their field experiences in secondary mathematics.  To address the purpose of this study, the researchers collected survey data, lesson plans, and PST’s work.  The Technological, Pedagogical, Content Knowledge (TPCK) Framework and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model both served important roles within a pre-service methods course.  Implications of this study suggest PSTs may benefit from learning how to assess the quality of resources, learn proper implementation of website resources, and address the variety of ways resources can be used to integrate technology into their mathematics curriculum.

 

“What If Not” Strategy Applied to Open-Ended Stimulating Problem Posing in Inquiry-Based Geometry Classes

By Victor Oxman, Moshe Stupel and Jay M. Jahangiri

DOI: 10.1564/tme_v25.3.03

Abstract: It has been more than two decades since researchers advocated the inquiry-based instruction in their classes.  The idea, as appealing as it is in the theory, appeared not to be as fruitful in implementation.  There are reports of students’ resentments, frustrations, withdrawals, as well as challenges that instructors faced in their choice of appropriate and stimulating geometry problems.  The present article is intended to exactly address these problems by exploring new ideas and presenting examples of open-ended geometry problems for future research and experimentation.  The ideas and strategies presented here can be used in almost all instructional settings in general and for pre-service and in-service geometry teacher education students, in particular.

 

Skip to toolbar