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Journals / Batı Anadolu Eğitim Bilimleri Dergisi / 2025 / Cilt: 16 Sayı: 3

A Conceptual Perspective on Pre-service Mathematics Teachers’ Technological, Pedagogical, and Mathematical Content Knowledge

Matematik Öğretmeni Adaylarının Teknolojik, Pedagojik ve Matematik Alan Bilgisine Kavramsal Bir Bakış

Melike Yiğit Koyunkaya(Dokuz Eylül Üniversitesi)0000-0002-7872-3917
Ekin Altıkardeş(DOKUZ EYLÜL ÜNİVERSİTESİ)0000-0002-1813-9540
Berna Tataroğlu Taşdan(DOKUZ EYLÜL ÜNİVERSİTESİ)0000-0002-5851-6144
Pages
3598–3634
Publication Date
2025-12-24
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In addition, it aims to contribute to the development of the components and content of conceptual frameworks in mathematics education.

📌 3 Key Takeaways

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Objective & Hypothesis:The main goal of this study is to develop a conceptual framework to define, identify, examine, and improve the Technological, Pedagogical, and Mathematical Content Knowledge (TPMCK) of in-service and pre-service mathematics teachers, along with its subcomponents.
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Key Findings & Data:The TPMCK framework was developed by following the principles of qualitative research and the steps outlined by Jabareen (2009).
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Conclusion & Impact:In addition, it aims to contribute to the development of the components and content of conceptual frameworks in mathematics education.
🔬Design:Review & Systematic Survey
📍Scope:2009 Verileri
⚙️Variables:Teknolojik Pedagojik Alan Bilgisi · TPAB · Matematik Öğretmeni Adayı

Abstract

The main goal of this study is to develop a conceptual framework to define, identify, examine, and improve the Technological, Pedagogical, and Mathematical Content Knowledge (TPMCK) of in-service and pre-service mathematics teachers, along with its subcomponents. The TPMCK framework was developed by following the principles of qualitative research and the steps outlined by Jabareen (2009). First, the existing literature was reviewed and categorized, and a draft conceptual TPMCK framework was constructed. Data for the study were collected during a 16-week course (4 hours per week) titled Mathematics Software, which was delivered by one of the authors and designed around the draft TPMCK framework. The participants consisted of 15 pre-service secondary mathematics teachers enrolled in this course. During the course, the pre-service teachers were introduced to technology integration in mathematics education through various mathematics and geometry software, interactive applications, websites, and other technological tools. The data included GeoGebra tasks and lesson plans designed by the participants, video recordings of their implementation, written reflections, observation notes, and interview transcripts. The data were analyzed using descriptive analysis methods. The framework is expected to support the definition, examination, and improvement of TPMCK among in-service and pre-service mathematics teachers. In addition, it aims to contribute to the development of the components and content of conceptual frameworks in mathematics education.

Özet

Bu çalışmanın temel amacı, matematik öğretmenleri ve öğretmen adaylarının teknolojik, pedagojik ve matematik alan bilgilerini (TPAB) ve bu bilginin alt bilgi türlerini tanımlamak, belirlemek, incelemek ve geliştirmek amacıyla kullanılabilecek matematik eğitimi temelinde bir kavramsal çerçeve geliştirmektir. Bu çalışmada, nitel araştırma yönteminin kural ve özellikleri kapsamında, Jabareen (2009) tarafından belirlenen aşamalar dikkate alınarak TPAB çerçevesi geliştirilmiştir. İlk aşama olarak, var olan literatür taranmış, sınıflandırılmış ve bir taslak kavramsal TPAB çerçevesi oluşturulmuştur. Çalışmanın verileri, yazarlardan biri tarafından verilen ve içeriği TPAB taslak çerçevesi kapsamında hazırlanan “Matematik Yazılımları” dersinde 16 hafta boyunca (her hafta 4 saat) toplanmıştır. Çalışmanın katılımcıları, bu dersi alan 15 ortaöğretim matematik öğretmeni adayıdır. Uygulama süresi boyunca, öğretmen adaylarına teknolojinin matematik eğitimine entegre edilmesi, çeşitli matematik/geometri yazılımlarının kullanılması, eğitimde kullanılan interaktif uygulamalar, web siteleri ve çeşitli teknolojik uygulamalar tanıtılmıştır. Öğretmen adayları tarafından geliştirilen GeoGebra etkinlikleri ve ders planları, bu etkinliklerin ve ders planlarının sunum video kayıtları, bu etkinlikler ve ders planları ile ilgili serbest yazılar ve gözlem notları çalışmanın veri grubunu oluşturmaktadır. Kavramsal çerçeve geliştirme kapsamında veriler betimsel analiz yöntemiyle analiz edilmiştir. Geliştirilen çerçevenin matematik öğretmenlerinin ve öğretmen adaylarının teknolojik, pedagojik, matematik alan bilgilerinin belirlenmesi, incelenmesi ve geliştirilmesi için kullanılacak bir kavramsal çerçevenin bileşenleri ve bu bileşenlerinin içeriklerinin geliştirilmesi amacıyla faydalı olması beklenmektedir.

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Cite This Article

Koyunkaya, M. Y., Altıkardeş, E., Taşdan, B. T. (2025). A Conceptual Perspective on Pre-service Mathematics Teachers’ Technological, Pedagogical, and Mathematical Content Knowledge. Batı Anadolu Eğitim Bilimleri Dergisi, Cilt: 16 Sayı: 3, 3598–3634. https://doi.org/10.51460/baebd.1623061

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