Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers
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Resumo
This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from the other model’s perspective. It was noted that the DMKC model allows for a broad analysis of the class but has limitations in assessing technology and the teacher's technological knowledge, while TPACK’s emphasis is on technology and teacher knowledge but does not explicitly address mathematical interaction or affective aspects. It is concluded that combining the TPACK model and the DSC of the DMKC model can generate more complete tools to reflect on online math classes and consequently allow for a comprehensive evaluation that covers both the mathematical content and the technological and pedagogical skills of the teacher.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Educational Methodology, v. volume-10-2024, n. volume-10-issue-3-august-2024, p. 479-494
- Editora
- Tayfun Yagar
- Ano
- 2024 (2024-07-03)
- Idioma
- en
- Palavras-chave
- TPACK; pre-service mathematics teachers; teacher reflection; teacher professional development; technological pedagogical content knowledge; teacher technological knowledge
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.12973/ijem.10.3.479
- ISSN
- 2469-9632
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MORALES-LÓPEZ, Yuri; BREDA, Adriana; FONT, Vicenc. Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers. International Journal of Educational Methodology, v. volume-10-2024, n. volume-10-issue-3-august-2024, p. 479-494, 2024. DOI: https://doi.org/10.12973/ijem.10.3.479.
APA
Morales-López, Y., Breda, A., & Font, V. (2024). Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers. International Journal of Educational Methodology, volume-10-2024(volume-10-issue-3-august-2024), 479-494. https://doi.org/10.12973/ijem.10.3.479
BibTeX
@article{moraleslopez2024,
author = {Morales-López, Yuri and Breda, Adriana and Font, Vicenc},
title = {Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers},
year = {2024},
journal = {International Journal of Educational Methodology},
volume = {volume-10-2024},
number = {volume-10-issue-3-august-2024},
pages = {479-494},
publisher = {Tayfun Yagar},
doi = {10.12973/ijem.10.3.479},
language = {en}
}RIS
TY - JOUR AU - Morales-López, Yuri AU - Breda, Adriana AU - Font, Vicenc TI - Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers PY - 2024 JO - International Journal of Educational Methodology VL - volume-10-2024 IS - volume-10-issue-3-august-2024 SP - 479 EP - 494 DO - 10.12973/ijem.10.3.479 LA - en ER -
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