Preparing student teachers to teach mathematics with GeoGebra
This paper shares the working process that has been carried out in a postgraduate mathematics teacher education course known as Technology in Mathematics Education. Many efforts around the world attempt to train student teachers on the use of technology without giving much attention to appropriate i...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Horizon Research Publishing
2020
|
| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/96113/1/ZalehaIsmail2020_PreparingStudentTeacherstoTeachMathematics.pdf http://eprints.utm.my/id/eprint/96113/ http://dx.doi.org/10.13189/ujer.2020.081904 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This paper shares the working process that has been carried out in a postgraduate mathematics teacher education course known as Technology in Mathematics Education. Many efforts around the world attempt to train student teachers on the use of technology without giving much attention to appropriate instructional model. Our work in this area gave special considerations in integrating technological pedagogical and content knowledge (TPACK) in training student teachers to teach mathematics with Geogebra, a dynamic multi-purpose mathematics software. Specifically, this paper shares the (1) theoretical background that guides the structure of the course, (2) the course methodology, which includes teaching and learning activities to prepare 15 student teachers to teach mathematics with GeoGebra and (3) the learning outcomes of the 14 weeks course. The design for integrating teachers’ knowledge of subject matter, and teaching with subject matter with the development of TPACK was discussed. Among the GeoGebra activities emphasized are (1) creating geometric constructions and exploring their mathematical properties (2) exploring ratio and proportions, (3) applying sliders to modify parameters, (4) visualizing algebraic input and functions, and (5) modelling and constructing transformations in geometric designs and animations. Elements of TPACK were traced as the student teachers carried out experimental teaching with GeoGebra in schools as part of the requirement of the course. The Malaysian mathematics curriculum in its latest development has incorporate GeoGebra activities in the textbooks. Hopefully with the course we described in this paper, not only more teachers are willing to adopt GeoGebra but to integrate GeoGebra effectively in their practices. |
|---|