Design principles of an TPACK-based experience in the mathematics pre-service teacher education

Detalhes bibliográficos
Autor(a) principal: Gutiérrez-Fallas, Luis Fabián
Data de Publicação: 2021
Outros Autores: Henriques, Ana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661780
Resumo: TPACK (Technological Pedagogical Content Knowledge) conceptualizes the teacher’s professional knowledge for an effective integration of technology in education, which is often a challenge in mathematics teaching. Since it is essential to guarantee its development in pre-service mathematics teacher education, this study aims, following a Design-Based Research, to understand how the design principles adopted in a teacher education experience centred on developing the TPACK of mathematics prospective teachers (PTs) of 7th to 12th school years contribute to promote this knowledge. The results, based on the analysis of PTs’ written solutions of the tasks proposed in the teacher training and responses to an interview and questionnaire, show that the teacher education experience promoted PTs’ technological skills, evidencing the mobilization of TK (Technological Knowledge), TCK (Technological Content Knowledge) and TPK (Technological Pedagogical Knowledge) in articulation with the PCK (Pedagogical Content Knowledge) and, consequently, the TPACK.
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spelling Design principles of an TPACK-based experience in the mathematics pre-service teacher educationPrincípios de design de uma experiência baseada no TPACK na formação inicial de professores de matemáticaTPACKFormação inicial de professores de matemáticaInvestigação baseada em designTPACKPre-service mathematics teacher educationDesign-based researchTPACK (Technological Pedagogical Content Knowledge) conceptualizes the teacher’s professional knowledge for an effective integration of technology in education, which is often a challenge in mathematics teaching. Since it is essential to guarantee its development in pre-service mathematics teacher education, this study aims, following a Design-Based Research, to understand how the design principles adopted in a teacher education experience centred on developing the TPACK of mathematics prospective teachers (PTs) of 7th to 12th school years contribute to promote this knowledge. The results, based on the analysis of PTs’ written solutions of the tasks proposed in the teacher training and responses to an interview and questionnaire, show that the teacher education experience promoted PTs’ technological skills, evidencing the mobilization of TK (Technological Knowledge), TCK (Technological Content Knowledge) and TPK (Technological Pedagogical Knowledge) in articulation with the PCK (Pedagogical Content Knowledge) and, consequently, the TPACK.O TPACK (Technological Pedagogical Content Knowledge) conceptualiza o conhecimento profissional do professor para uma efetiva integração da tecnologia na educação, que é um desafio frequente no ensino da Matemática. Sendo essencial garantir o seu desenvolvimento na formação inicial de professores de Matemática, este estudo, seguindo uma Investigação Baseada em Design, visa compreender como os princípios de design adotados numa experiência de formação centrada no desenvolvimento do TPACK de futuros professores (FP) de Matemática do 7.º ao 12.º anos de escolaridade contribuem para promover esse conhecimento. Os resultados, com base na análise de resoluções escritas dos FP das tarefas propostas na formação e respostas a entrevista e questionário, mostram que a experiência de formação promoveu competências tecnológicas dos FP, evidenciando a mobilização do TK (Technological Knowledge), TCK (Technological Content Knowledge) e TPK (Technological Pedagogical Knowledge) em articulação com o PCK (Pedagogical Content Knowledge) e, consequentemente, com o TPACK.Universidade Estadual de Campinas2021-05-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextoTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866178010.20396/zet.v29i00.8661780Zetetike; Vol. 29 (2021): Publicação Contínua; e021006Zetetike; Vol. 29 (2021): Publicação Contínua; e021006Zetetike; v. 29 (2021): Publicação Contínua; e0210062176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661780/26797https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661780/26798Portugal; Century XXItextoPortugal; Século XXICopyright (c) 2021 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessGutiérrez-Fallas, Luis Fabián Henriques, Ana2024-01-12T13:37:20Zoai:ojs.periodicos.sbu.unicamp.br:article/8661780Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-12T13:37:20Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Design principles of an TPACK-based experience in the mathematics pre-service teacher education
Princípios de design de uma experiência baseada no TPACK na formação inicial de professores de matemática
title Design principles of an TPACK-based experience in the mathematics pre-service teacher education
spellingShingle Design principles of an TPACK-based experience in the mathematics pre-service teacher education
Gutiérrez-Fallas, Luis Fabián
TPACK
Formação inicial de professores de matemática
Investigação baseada em design
TPACK
Pre-service mathematics teacher education
Design-based research
title_short Design principles of an TPACK-based experience in the mathematics pre-service teacher education
title_full Design principles of an TPACK-based experience in the mathematics pre-service teacher education
title_fullStr Design principles of an TPACK-based experience in the mathematics pre-service teacher education
title_full_unstemmed Design principles of an TPACK-based experience in the mathematics pre-service teacher education
title_sort Design principles of an TPACK-based experience in the mathematics pre-service teacher education
author Gutiérrez-Fallas, Luis Fabián
author_facet Gutiérrez-Fallas, Luis Fabián
Henriques, Ana
author_role author
author2 Henriques, Ana
author2_role author
dc.contributor.author.fl_str_mv Gutiérrez-Fallas, Luis Fabián
Henriques, Ana
dc.subject.por.fl_str_mv TPACK
Formação inicial de professores de matemática
Investigação baseada em design
TPACK
Pre-service mathematics teacher education
Design-based research
topic TPACK
Formação inicial de professores de matemática
Investigação baseada em design
TPACK
Pre-service mathematics teacher education
Design-based research
description TPACK (Technological Pedagogical Content Knowledge) conceptualizes the teacher’s professional knowledge for an effective integration of technology in education, which is often a challenge in mathematics teaching. Since it is essential to guarantee its development in pre-service mathematics teacher education, this study aims, following a Design-Based Research, to understand how the design principles adopted in a teacher education experience centred on developing the TPACK of mathematics prospective teachers (PTs) of 7th to 12th school years contribute to promote this knowledge. The results, based on the analysis of PTs’ written solutions of the tasks proposed in the teacher training and responses to an interview and questionnaire, show that the teacher education experience promoted PTs’ technological skills, evidencing the mobilization of TK (Technological Knowledge), TCK (Technological Content Knowledge) and TPK (Technological Pedagogical Knowledge) in articulation with the PCK (Pedagogical Content Knowledge) and, consequently, the TPACK.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661780
10.20396/zet.v29i00.8661780
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661780
identifier_str_mv 10.20396/zet.v29i00.8661780
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661780/26797
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661780/26798
dc.rights.driver.fl_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.coverage.none.fl_str_mv Portugal; Century XXI
texto
Portugal; Século XXI
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 29 (2021): Publicação Contínua; e021006
Zetetike; Vol. 29 (2021): Publicação Contínua; e021006
Zetetike; v. 29 (2021): Publicação Contínua; e021006
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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