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A professional development course inviting changes in preservice mathematics teachers' integration of technology into teaching: the lens of instrumental orchestration

Education

A professional development course inviting changes in preservice mathematics teachers' integration of technology into teaching: the lens of instrumental orchestration

Q. Tan and Z. Yuan

Discover how a professional development course transformed preservice mathematics teachers' ability to integrate technology in their teaching practices. This research, conducted by Qi Tan and Zhiqiang Yuan, reveals the significant increase in the use of GeoGebra and the vital role of theoretical, technical, and community support in driving these changes.

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Playback language: English
Abstract
This study investigated the impact of a professional development course on preservice mathematics teachers' instrumental orchestrations when integrating technology into teaching. An analytical framework of instrumental orchestrations within a GeoGebra environment was established. Data from 26 Chinese preservice teachers, including videotaped simulated lessons, GeoGebra files, and self-reflections, were analyzed. Results showed that while the types of instrumental orchestrations did not change significantly, their frequencies increased substantially. Changes were primarily observed in GeoGebra layout and the techniques used. Theoretical support (instrumental approach), technical support (GeoGebra knowledge), and community support (peer interaction and discussion) were identified as key course elements driving these changes.
Publisher
Humanities & Social Sciences Communications
Published On
Jul 18, 2024
Authors
Qi Tan, Zhiqiang Yuan
Tags
professional development
mathematics teachers
instrumental orchestrations
technology integration
GeoGebra
teaching techniques
peer interaction

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