USING THE INTERNET IN HIGH SCHOOL MATHEMATICS

Esther Yook-Kin Loong

doi:10.22342/jme.5.2.1496.108-126

Abstract

Whilst the technological, pedagogical and content knowledge (TPACK) model has beenÂ increasingly adopted for understanding teachersâ€™ use of technology, there have been many callsÂ for greater discussion about the constituent constructs, their relationship with one another andÂ the central TPACK. This paper analyses qualitatively the TPACK demonstrated by the teacherÂ of a Year 11class who used web-based simulated contexts and interactive web objects in aÂ Mathematics Studies course. The findings indicate aspects of TPK relating to academicÂ learning time and the transformational mode of the technology were not fully realised in thisÂ case study. The implications these has for teacher professional development are discussed. Keywords: Classroom Teaching, Interactive Learning Environments, TPACK, MathematicsÂ Education, Pedagogical Issues. Â DOI : http://dx.doi.org/10.22342/jme.5.2.1496.108-126

Highlights

Abstrak Sementara model tentang pengetahuan teknologi, pedagogi, dan konten (TPACK) telah semakin diadopsi untuk pemahaman guru tentang penggunaan teknologi, ada banyak masukan untuk diskusi yang lebih besar tentang konstruksi konstituen, hubungan mereka antara yang satu dengan yang lain dan TPACK pusat
Technological Content Knowledge (TCK) refers to knowing how representations of the subject matter can be changed through use of the technology (Koehler & Mishra, 2009) and Technological Pedagogical Knowledge (TPK) is knowledge about the existence, components and capabilities of various technological tools as they are used in teaching and learning situations (Koehler & Mishra, 2009)
While about a quarter of the students (25.1%) felt that learning mathematics with the Internet was a waste of time, 50% of the students agreed that doing the investigation on the Internet was better than doing it from the textbook

Summary

Introduction

Abstrak Sementara model tentang pengetahuan teknologi, pedagogi, dan konten (TPACK) telah semakin diadopsi untuk pemahaman guru tentang penggunaan teknologi, ada banyak masukan untuk diskusi yang lebih besar tentang konstruksi konstituen, hubungan mereka antara yang satu dengan yang lain dan TPACK pusat. In addition to the term pedagogical content knowledge (PCK) coined by Shulman (1986), Mishra and Koehler (2006) suggested two new pairs of knowledge constructs which are technological content knowledge (TCK) and technological pedagogical knowledge (TPK), and a triad of knowledges: technological, pedagogical, content knowledge (TPCK) which was later renamed as technological, pedagogical and content knowledge with a new acronym (TPACK) (see Figure 1). This framework suggests that these three pairs of knowledge constructs (PCK, TCK and TPK) and the triad TPACK are exhibited or are evident in teachers who use technology effectively. This paper explores the following research questions: 1) To what extent is the teacher’s TPACK evident when using the Internet? 2) To what extent are the learning goals met as perceived by students and teacher? 3) What are the teacher’s perceived TPACK needs?

Methods

Results

Conclusion