Abstract
This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.
Highlights
The design, the role of teacher, and educational context are essential factors for the success of digital technology in mathematics education (Drijvers, 2015)
In a specific digital technology professional development for in-service mathematics teachers, we have identified some types of TPD programs in Indonesia
DigiTech mathematics tasks designed by the mathematics teachers in the current TPD will be examined through the framework of Dynamic Geometry Tasks Analysis Framework (Trocki & Hollebrands, 2018)
Summary
The design, the role of teacher, and educational context are essential factors for the success of digital technology in mathematics education (Drijvers, 2015). The roles played by mathematics teachers are very central. The teachers do orchestrate technology-rich mathematics teaching to which they differ substantially from paper and pencil teaching and prepare digital technology, design corresponding task, and activities, and manage educational contexts such as students' motivation and assessment. Mishra and Koehler (2009) summarizeknowledge the teachers should possess in teaching mathematics with or through technology as TPACK (Technological pedagogical and content knowledge). Leung (2017) proposes Mathematics Digital Task Design Knowledge (MDTDK) as the intersection of four knowledge domains, i.e., pedagogical knowledge, mathematics content knowledge, digital technology knowledge and knowledge about the artifact used
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