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Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

机译：初中数学教师教学线性方程的技术教学内容知识

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Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers' lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers' technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers' TPACK in teaching linear equation still needs to be improved.
机译：线性方程是数学中的主题之一被认为是困难的。理解线性方程的学生难以缺乏了解这一概念和教师教导的方式造成的。 TPACK是一种了解通过使用特定教学方法和由合适的技术工具支持教学和内容之间的复杂关系的方式。本研究旨在识别线性方程教学中初中数学教师的TPACK。该研究中使用的方法描述性。在第一阶段，使用调查问卷的调查是在35个初中数学教师教学线性方程中进行了调查。在第二阶段，采访涉及三位老师。使用的数据分析是定量和定性技术。结果PCK透露教师强调通过依赖传统的线性方程来强调发展程序和概念知识。 TPK的结果揭示了教师越来越能处理跨越线性方程的课程中的一般信息和通信技术的能力。结果表明，PowerPoint构成了线性方程中的TCK模态技术能力。 TPACK的结果似乎在教学线性方程中的各种数学教育目标跨越教师的技术技能。这意味着需要提高教师TPACK在线性方程中的能力仍然需要得到改善。

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