INVESTIGATING THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: A CASE OF DERIVATIVE AT A POINT

Akkoç H., Bingölbali E., Ozmantar F.

32nd Conference of the International-Group-for-the-Psychology-of-Mathematics-Education/PME-NA XXX, Morelia, Meksika, 17 - 21 Temmuz 2008, ss.17-18 identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Basıldığı Şehir: Morelia
  • Basıldığı Ülke: Meksika
  • Sayfa Sayıları: ss.17-18
  • Marmara Üniversitesi Adresli: Evet

Özet

This paper emerged from our attempts to help pre-service mathematics teachers integrate technology into their instruction. We are convinced of the usefulness of the idea of technological pedagogical content knowledge (TPCK), which, we argue, provides a framework to diagnose pre-service teachers' difficulties and to identify the areas in need of development for a successful integration. We also argue that such diagnoses and identifications need to take the mathematical content into serious consideration, hence placing a strong emphasis on the content dimension of TPCK. These arguments are exemplified through the analysis of a pre-service mathematics teacher's microteachings with and without the use of technology in the context of teaching derivative at a point.