Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection
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Resumo
Abstract This article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media–Pedagogy–Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description, (2) the integration of professional digital competencies in a broader context of professional media competencies (including explicitly analog and digital teaching media), (3) the description of concrete individual experiences with digital technology in context-bound subjective domains of experience, and (4) the cross-linking of concrete individual experiences about (digital) technology in specific (subjective) domains of experience. In this article, we first present a motivating literature overview leading to the research question: How can the TPACK model be extended to enable a qualitative description of professional digital competencies of mathematics teachers against the background of situated experiences? This extended framework is developed and presented in a detailed theoretical background. In the empirical part of the article, an exemplary application of the MPC-model is carried out in an explicative case study dealing with the reflections of a mathematics teacher on a planned lesson using virtual reality technology in a guided interview. The qualitative data is interpreted according to the systematic-extensional analysis method. The case study illustrates the importance of taking into account concrete situated experiences opening up a new reflective level analyzing the development of professional mathematics-specific digital competencies.
Dados da obra
- Tipo
- Artigo
- Periódico
- ZDM, v. 56, n. 4, p. 639-650
- Editora
- Springer Science+Business Media
- Ano
- 2024 (2024-03-20)
- Idioma
- en
- Palavras-chave
- digital skills; mathematics teachers; TPACK; situated experience; teacher reflection; virtual reality in education; teacher professional development; instructional media
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.1007/s11858-024-01560-4
- ISSN
- 1615-679X, 1863-9690, 1863-9704
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
DILLING, Frederik et al.. Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection. ZDM, v. 56, n. 4, p. 639-650, 2024. DOI: https://doi.org/10.1007/s11858-024-01560-4.
APA
Dilling, F., Schneider, R. M., Weigand, H. G., & Witzke, I. (2024). Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection. ZDM, 56(4), 639-650. https://doi.org/10.1007/s11858-024-01560-4
BibTeX
@article{dilling2024,
author = {Dilling, Frederik and Schneider, Rebecca M. and Weigand, Hans-Georg and Witzke, Ingo},
title = {Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection},
year = {2024},
journal = {ZDM},
volume = {56},
number = {4},
pages = {639-650},
publisher = {Springer Science+Business Media},
doi = {10.1007/s11858-024-01560-4},
language = {en}
}RIS
TY - JOUR AU - Dilling, Frederik AU - Schneider, Rebecca M. AU - Weigand, Hans-Georg AU - Witzke, Ingo TI - Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection PY - 2024 JO - ZDM VL - 56 IS - 4 SP - 639 EP - 650 DO - 10.1007/s11858-024-01560-4 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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