Search results for: Ozgun-Koca Asli S.
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The Shift From 'Learner/Doer of Mathematics' to 'Teacher of Mathematics': A Heuristic for Teacher Candidates
In this article, the authors present research on the implementation of a process for providing candidates learning experiences that help teacher candidates make the shift from 'student' to 'teacher.' Utilizing the Mathematics as Teacher Heuristic (MATH) process, prospective high school mathematics teachers explore rich problems by solving the task, analyzing samples of student work, designing a solution key, and modifying the task.
Updated: Jul. 04, 2016
Prospective Teachers’ Views on the Use of Calculators with Computer Algebra System in Algebra Instruction
This study aimed to investigate the views of prospective teachers on the use of advanced calculators with Computer Algebra Systems (CAS) in algebra instruction. Participants in this study were secondary prospective mathematics teachers at a university in Ankara, Turkey. The students in this study had no prior experience with CAS. An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they prefer three possible uses of CAS— black box, white box, or Symbolic Math Guide (SMG).
Updated: Aug. 24, 2010
What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this construct.A Mathematics Teacher Development Model describes the development of TPACK toward meeting these standards. The standards and model provide structured detail to further the work of various groups.
Updated: Feb. 07, 2010
The Views of Preservice Teachers About the Strengths and Limitations of the Use of Graphing Calculators in Mathematics Instruction
Handheld graphing technologies have fundamentally been utilized in the teaching and learning of many secondary school and college mathematics concepts. This study utilized two conceptual frameworks: the possible roles of advanced calculators in mathematics teaching and learning, as well as technological pedagogical content knowledge. It used the frameworks to examine the views of pre-service secondary mathematics teachers on the use of calculators in mathematics instruction. Results revealed pre-service teachers’ views on the use of handheld technology in mathematics instruction.
Updated: Nov. 11, 2009