Tuesday, March 27
4:55 PM-5:15 PM
EDT
Wright

Understanding the use of Technological Tools (iPads) teaching a specific mathematics topic through the PCK-EC model – Case study

Brief Paper ID: 52433
  1. aaa
    Mercy Pena-Morales
    Universidad Surcolombiana
  2. aaa
    Timothy Pelton
    University of Victoria
  3. aaa
    Leslee Francis-Pelton
    University of Victoria

Abstract: The Pedagogical Content Knowledge in an Educational Context (PCK-EC) model was used to describe a teacher’s pedagogical content knowledge as he taught specific mathematics topics using a particular technological tool (mainly iPads). The PCK-EC considers five dimensions, including: teachers’ Attitudes, the Knowledge of Technology (KT), the Knowledge of Learners’ Cognition (KLC), the Knowledge of Subject Matter (KSM), and the Knowledge of Pedagogy (KP). These dimensions are immersed within an educational context that includes curriculum and standards; social, cultural, and economic context; teaching and learning conditions defined by the School District; and teaching conditions in the classroom. The PCK-EC framework supported a deep description of the teacher’s Attitudes and Knowledge using the methodology of case study. Each dimension of the PCK-EC model was identified through a collection of themes using the interpretive repertoire method of analysis. The description of the collections of themes illustrated by the teacher indicated a specific approach to the use of technological tools (TT) while teaching a specific topic.

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