Prospective mathematics teachers’ TPACK development in graphical data displays: a microteaching lesson study
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Gamze Kurt
[1]
;
Erdinç Çakıroğlu
[2]
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[1] Mersin University
Mersin University
Turquía
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[2] Middle East Technical University
Middle East Technical University
Turquía
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 3, 2025, págs. 445-475
- Idioma: inglés
- DOI: 10.1080/0020739X.2023.2246970
- Enlaces
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Resumen
This case study investigated the development of prospective mathematics teachers’ technological pedagogical content knowledge (TPACK) in graphical data displays with (VM) within the context of a microteaching lesson study (MLS). This research investigated how five participants integrated technology and implemented a lesson plan aimed to teach statistical data displays. The MLS cycled through the phases of lesson plan design, discussion, implementation, and revision. Fundamental data was gathered through group discussions of which were operated through the lesson plans and video recordings of lesson implementation. The TPACK codebook (Hughes. 2013. Descriptive indicators of future teachers’ technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 491–516) was utilised to conduct a thorough analysis of the transcribed data through collaborative group discussions. The findings indicate that the MLS led to some improvements in the TPACK of the participants. In particular, participants developed a stronger knowledge of statistical content, pedagogical content, and technological content pertaining to data displays.
