ERIC Number: EJ1152743
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-3901
EISSN: N/A
A Case Study on Specialised Content Knowledge Development with Dynamic Geometry Software: The Analysis of Influential Factors and Technology Beliefs of Three Pre-Service Middle Grades Mathematics Teachers
Zambak, Vecihi S.; Tyminski, Andrew M.
Mathematics Teacher Education and Development, v19 n1 p82-106 2017
This study characterises the development of Specialised Content Knowledge (SCK) with dynamic geometry software (DGS) throughout a semester. The research employed a single-case study with the embedded units of three pre-service middle grades mathematics teachers. Qualitative data were collected, and factors affecting these three teachers' SCK development were compared and contrasted through their experiences during semi-structured clinical interviews. The cross-case comparison indicated aspects such as opportunity to justify ideas in geometry, the level of common content knowledge, and beliefs about technology as influential factors for these pre-service mathematics teachers' SCK development with DGS.
Descriptors: Case Studies, Computer Software, Preservice Teachers, Mathematics Teachers, Student Attitudes, Pedagogical Content Knowledge, Middle School Teachers, Semi Structured Interviews, Geometry, Technology Uses in Education, Educational Technology, Graduate Study, Student Surveys, Observation
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A