Menu
Menu

Menu do Portal GEPEMA

Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC

Artigo2025

James Smiling; Karen Hollebrands

Metadados apenas Página oficial: Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Na última verificação automática (03/10/2026), não respondeu na fonte: texto completo (HTTP 403). O endereço é mantido e volta a ser verificado no próximo ciclo; se o link não abrir, tente mais tarde ou use a página oficial.

Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.

Resumo

As the demand for incorporating educational technologies into the mathematics teaching curriculum rises, there is an increasing need for teachers to cultivate the competencies and skills essential for the effective integration of technology into their teaching methods. Massive Open Online Courses for Educators (MOOC-Eds) present teachers with valuable opportunities for professional development. The objective of this quantitative research study was to enhance our understanding of the specific types of knowledge acquired by teachers through active participation in a MOOC-Ed designed for mathematics educators. A pre- and post-TPACK survey was administered to 39 participants to assess the change in knowledge among active teacher-learners before and after their experience with the MOOC-Ed. The quantitative results obtained through paired sample t-testing revealed statistically significant growth, with a substantial effect size observed from the pre-survey to the post-survey in the Technological Pedagogical Content Knowledge (TPACK) domain for both active and highly active teacher-learners. Teachers highlighted that the most significant impact on their professional learning experience was the increased knowledge of integrating pedagogical techniques with technological tools and enhancing their content knowledge to facilitate student-centered lessons.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Educational Research Open, v. 9, p. 100469
Editora
Elsevier
Ano
2025 (2025-12)
Idioma
en
Palavras-chave
Mathematics teacher learning; Distance education and online learning; teacher professional development; TPACK; improving classroom teaching
Temas
Currículo, Formação de Professores de Matemática, Tecnologias Digitais
DOI
10.1016/j.ijedro.2025.100469
ISSN
2666-3740
Acesso
Metadados apenas
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SMILING, James; HOLLEBRANDS, Karen. Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC. International Journal of Educational Research Open, v. 9, p. 100469, 2025. DOI: https://doi.org/10.1016/j.ijedro.2025.100469.

APA

Smiling, J., & Hollebrands, K. (2025). Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC. International Journal of Educational Research Open, 9, 100469. https://doi.org/10.1016/j.ijedro.2025.100469

BibTeX
@article{smiling2025,
  author = {Smiling, James and Hollebrands, Karen},
  title = {Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC},
  year = {2025},
  journal = {International Journal of Educational Research Open},
  volume = {9},
  pages = {100469},
  publisher = {Elsevier},
  doi = {10.1016/j.ijedro.2025.100469},
  language = {en}
}
RIS
TY  - JOUR
AU  - Smiling, James
AU  - Hollebrands, Karen
TI  - Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC
PY  - 2025
JO  - International Journal of Educational Research Open
VL  - 9
SP  - 100469
DO  - 10.1016/j.ijedro.2025.100469
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal