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TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Escuela de Matemática, Facultad de Ciencias Exactas y Naturales, Universidad Nacional, Heredia 86-3000, Costa Rica
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Academic Editor: Marta Molina
Mathematics 2021, 9(15), 1741; https://doi.org/10.3390/math9151741
Received: 11 June 2021 / Revised: 11 July 2021 / Accepted: 21 July 2021 / Published: 23 July 2021
The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second year of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. Three instruments with situations involving the quadratic function were created to determine students’ knowledge. They were also asked to design their own situation to teach an element linked to this topic, which was then shared and evaluated by their peers. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function. View Full-Text
Keywords: functions; knowledge organization systems; Mathematics Education; teacher training; TPACK functions; knowledge organization systems; Mathematics Education; teacher training; TPACK
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    Doi: http://doi.org/10.5281/zenodo.4918062
MDPI and ACS Style

Morales-López, Y.; Chacón-Camacho, Y.; Vargas-Delgado, W. TPACK of Prospective Mathematics Teachers at an Early Stage of Training. Mathematics 2021, 9, 1741. https://doi.org/10.3390/math9151741

AMA Style

Morales-López Y, Chacón-Camacho Y, Vargas-Delgado W. TPACK of Prospective Mathematics Teachers at an Early Stage of Training. Mathematics. 2021; 9(15):1741. https://doi.org/10.3390/math9151741

Chicago/Turabian Style

Morales-López, Yuri, Yerlin Chacón-Camacho, and Wilbert Vargas-Delgado. 2021. "TPACK of Prospective Mathematics Teachers at an Early Stage of Training" Mathematics 9, no. 15: 1741. https://doi.org/10.3390/math9151741

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