Morales-López, Y.; Chacón-Camacho, Y.; Vargas-Delgado, W. TPACK of Prospective Mathematics Teachers at an Early Stage of Training. Mathematics2021, 9, 1741.
Morales-López, Y.; Chacón-Camacho, Y.; Vargas-Delgado, W. TPACK of Prospective Mathematics Teachers at an Early Stage of Training. Mathematics 2021, 9, 1741.
Morales-López, Y.; Chacón-Camacho, Y.; Vargas-Delgado, W. TPACK of Prospective Mathematics Teachers at an Early Stage of Training. Mathematics2021, 9, 1741.
Morales-López, Y.; Chacón-Camacho, Y.; Vargas-Delgado, W. TPACK of Prospective Mathematics Teachers at an Early Stage of Training. Mathematics 2021, 9, 1741.
Abstract
The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second-level of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. A theoretical inquiry was carried out that allowed the creation of an instrument that made possible the description of the participants’ knowledge based on this model focused on the topic of quadratic function. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.
Business, Economics and Management, Accounting and Taxation
Copyright:
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