Title: Preservice Teachers’ Pedagogical Reasoning on Technology-integrated Mathematics Teaching
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Poster Presentation
Authors:
Ting-Ying Wang, National Taiwan Normal University, Taiwan
Feng-Jui Hsieh, National Taiwan Normal University, Taiwan
Haw-yaw Shy, National ChangHua University of Education, Taiwan
Abstract:
The research on assessing teachers’ competence moves from measuring their static knowledge to measuring their application of knowledge to reason in in-situation problems (Blömeke et al., 2015). Furthermore, technology has played a critical role in mathematics class in this digital age (Niss, 1994). Accordingly, this study aims to investigate preservice teachers’ (PTs) pedagogical reasoning on integrating technology into mathematics teaching. The data were collected using questionnaires with three teaching vignettes on 91 PTs from two normal universities in Taiwan. The situations described in the teaching vignettes included using calculators, GeoGebra, and Excel in the topics of exponents and logarithms. Seven questions, such as, please evaluate this teaching situation from the perspectives of integrating technology and provide reasons, were asked for each vignette. The framework of Toulmin’s (1978) reasoning, including claims, grounds, and warrants, were adopted to conduct content analysis on the PTs’ responses. The findings included: (1) Most PTs claimed that the integration of technology helped developing students’ content-oriented and thought-oriented competence. Very few PTs’ claims are pertinent to affective facets. (2) Most grounds, which PTs used to support their claims, are pertinent to developing student competence, designing student activities, and the functions of the technology itself. (3) Most PTs’ warrants (the reasons to authorize the inferences from the grounds to the claims) were about re-balancing emphasis on skills, concepts, and applications, and changing classroom social dynamics and didactic contracts. Only 5% of the PTs’ warrants did not mention about pedagogical opportunities but only about functional opportunities or practical opportunities.
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