Pre-Service Mathematics Teachers’ Use of Multiple Representations in Technology-Rich Environments
Full Text (PDF)
Mehmet Fatih Özmantar 1 * , Hatice Akkoç 2, Erhan Bingölbali 1, Servet Demir 1, Berna Ergene 3
More Detail
1 Gaziantep Üniversitesi, Gaziantep, TURKİYE
2 Marmara Üniversitesi, İstanbul, TURKİYE
3 Beşiktaş Anadolu Lisesi, İstanbul, TURKİYE
* Corresponding Author

Abstract

In this paper, we examine the development of pre-service mathematics teachers’ use of multiple representations during teaching in technology-rich environments. The pre-service teachers took part in a preparation program aimed at integration of technology into teaching mathematics. The program was designed on the basis of Technological Pedagogical Content Knowledge (TPCK) framework; and the mathematical content chosen for the program was the concept of derivative. The pre-service teachers’ development was scrutinized in terms of their knowledge of representations, of connections established among the representations, and of the aspects of derivative emphasized by these connections. On the basis of our analyses we argue that any attempt to prepare pre-service teachers for effective use of technology in teaching mathematics needs to explicitly focus on the functions of multiple representations in tandem with the mathematical content under consideration. We discuss the educational implications of the study in designing and conducting of the preparation programs related to the successful integration of technology in teaching mathematics.

Keywords

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75224

EURASIA J Math Sci Tech Ed, 2010 - Volume 6 Issue 1, pp. 19-36

Publication date: 21 Jun 2010

Article Views: 911

Article Downloads: 685

Open Access References How to cite this article