Mathematics Teachers’ TPACK Development Based on an Online Course with Geogebra

Abstract: This paper aims to discuss the Technological Pedagogical Content Knowledge (TPACK) development by mathematics teachers (preservice and inservice) that participated in an online course for developing educational apps and puzzles with GeoGebra. Theoretical foundations are based on the authors Punya Mishra, Matthew J. Koehler et al, regarding TPACK framework and Margaret Niess et al regarding the development of TPACK by mathematics teachers. The research method is qualitative, and to analyze the thoughts and ideas discussed by the participants, we used the Discursive Textual Analysis. In this regard, three representative categories were used to build the following metatexts: instructional approaches, classroom environment management and teacher’s professional development. Through the Discursive Textual Analysis, it was possible to understand the participants concerns in creating different instructional approaches using Information and Communication Technologies, once they realized that dealing with digital natives requires pedagogical innovations, supported by new technologies, and new ways to configure and manage classroom environments permeated by digital resources.

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Mathematics Teachers’ TPACK Development Based on an Online Course with Geogebra ; volume:3 ; number:1 ; year:2021 ; pages:110-119 ; extent:10 ; Open education studies ; 3, Heft 1 (2021), 110-119 (gesamt 10)

Beteiligte, Orts- und Zeitangaben

• Urheber: Bueno, Rafael Winícius da Silva ; Lieban, Diego ; Ballejo, Clarissa Coragem

Weitere Informationen

• DOI: 10.1515/edu-2020-0143
• URN: urn:nbn:de:101:1-2412131635453.086525034101
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 15.08.2025, 07:21 MESZ