Keywords
Pre-service mathematics teacher education
Design-based research
How to Cite
Abstract
TPACK (Technological Pedagogical Content Knowledge) conceptualizes the teacher’s professional knowledge for an effective integration of technology in education, which is often a challenge in mathematics teaching. Since it is essential to guarantee its development in pre-service mathematics teacher education, this study aims, following a Design-Based Research, to understand how the design principles adopted in a teacher education experience centred on developing the TPACK of mathematics prospective teachers (PTs) of 7th to 12th school years contribute to promote this knowledge. The results, based on the analysis of PTs’ written solutions of the tasks proposed in the teacher training and responses to an interview and questionnaire, show that the teacher education experience promoted PTs’ technological skills, evidencing the mobilization of TK (Technological Knowledge), TCK (Technological Content Knowledge) and TPK (Technological Pedagogical Knowledge) in articulation with the PCK (Pedagogical Content Knowledge) and, consequently, the TPACK.
References
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