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首页> 外文期刊>Computers in the Schools >TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language”
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TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language”

机译：TPACK和职前教师数学教育：使用ICT并基于“数学是一种语言”的隐喻定义数学教育的签名教学法

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摘要

National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that “signature pedagogy” (Shulman, 200537. Shulman, L. S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher , 15(2): 4-14. [CrossRef]View all references) is the use of a key metaphor which views mathematics as a language and suggests that mathematics should be taught and learned as any other language. This article provides a summary of the findings of an action research project involving two cohorts of undergraduate mathematics education students in an Australian university. Data collected was used to inform targeted changes to improve the technological pedagogical approach employed by the course team across two offers of the course to enhance student learning and align the course with the expectations for graduate teachers. The implications of this action research are provided to inform the design and implementation of pre-service teacher education courses with respect to the development of TPACK capabilities specifically in mathematics education.View full textDownload full textKEYWORDSmathematics education, ICT, TPACK, synchronous online classrooms, pedagogy, higher education, pre-service teachersRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/07380569.2012.651424
机译：澳大利亚国家教师专业标准（AITSL，2011）期望教师教育毕业生能够展示技术，教学和内容知识（TPACK）。这些标准是在开发新的澳大利亚数学课程的同时出现的。因此，期望毕业生能够证明在数学教学中使用信息和通信技术。作者认为“签名教学法”（Shulman，200537。Shulman，LS1986。那些了解：教学中的知识增长。EducationalResearcher，15（2）：4-14。[CrossRef]查看所有参考）。使用将数学视为一种语言并建议应像其他任何语言一样教授和学习数学的主要隐喻。本文提供了一个行动研究项目的研究结果的摘要，该研究项目涉及澳大利亚大学的两个本科数学教育学生群体。收集到的数据用于指导目标变更，以改进课程团队在两门课程中采用的技术教学方法，以增强学生的学习能力，并使课程与研究生教师的期望保持一致。这项行动研究的意义是为了提供有关TPACK能力开发的专门针对数学教育的TPACK功能的设计和实施的信息。查看全文下载全文关键词数学教育，ICT，TPACK，同步在线教室，教学法，高等教育，职前教师相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，pubid：“ ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/07380569.2012.651424

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