#
Prospective Mathematics Teachers’ Initial Reactions to Model-Centered Instruction
PROCEEDINGS

## Lingguo Bu, Southern Illinois University Carbondale, United States ; Elizabeth Jakubowski, Lydia Dickey, Nermin Bayazit, Orhan Curaoglu, Hyewon Kim, Recep Cakir, J. Michael Spector, Florida State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

## Abstract

New mathematics learning technologies support model-centered learning and instruction through their representational flexibility, interactivity, and dynamic interconnections.Using the next-generation graphing calculators, we conducted two five-week-long exploratory studies with prospective middle and secondary mathematics teachers to investigate the effect of model-centered instruction on the development of their technological pedagogical content knowledge (TPCK). Using participants-designed lesson plans as primary data sources, the study finds that more than one-third of the participants demonstrated a growing knowledge of the mutually constitutive relationship between technology and mathematics content. Further, more than one-third designed lesson plans that were pedagogically consistent to the instruction they received. Interactions were found between participants’ mathematics knowledge, their lesson planning preferences, and their beliefs about mathematics teaching and learning.

## Citation

Bu, L., Jakubowski, E., Dickey, L., Bayazit, N., Curaoglu, O., Kim, H., Cakir, R. & Spector, J.M. (2009). Prospective Mathematics Teachers’ Initial Reactions to Model-Centered Instruction. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4025-4029). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 28, 2020 from https://www.learntechlib.org/primary/p/31288/.

### Keywords

## References

View References & Citations Map- Ball, D.L., Lubienski, S.T., & Mewborn, D.S. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of Research on Teaching (pp. 433-456). Washington, DC: American Educational Research Association.
- Doerr, H.M., & Pratt, D. (2008). The learning of mathematics and mathematical modeling. In M.K. Heid & G.W.
- Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research Chicago: Aldine.
- Gravemeijer, K., Cobb, P., Bowers, J., & Whitenack, J. (2000). Symbolizing, modeling, and instructional design In P. Cobb, E. Yackel & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design (pp. 225-273). Mahwah, NJ:
- Kim, C. (2007). Effects of motivation, volition, and belief change strategies on attitudes, study habits, and achievement in mathematics education (Doctoral dissertation, Florida State University, 2007). Retrieved from http://etd.lib.fsu.edu/theses/available/etd-11092007-150323 Lesh, R., & Doerr, H.M. (2003). Foundations of a models and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh & H.M. Doerr (Eds.), Beyond constructivism: Models and
- Mayer, R.E. (2008). Problem-solving assessment in games and simulation environments. In E. Baker, J. Dickieson, W. Wulfeck & H.F.O'Neil (Eds.), Assessment of problem solving using simulations (pp. 139-156). New
- Milrad, M., Spector, J.M., & Davidsen, P.I. (2003). Model facilitated learning. In S. Naidu (Ed.), Learning and teaching with technology: Principles and practices (pp. 13-27). London: Kogan Page.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
- Moreno-Armella, L., Hegedus, S.J., & Kaput, J.J. (2008). From static to dynamic mathematics: Historical and representational perspectives. Educational Studies in Mathematics, 68, 99-111.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
- Niess, M.L. (2008). Guiding preservice teachers in developing TPCK. In AACTE (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 223-250). New York: Routledge.
- Schoenfeld, A.H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20, 338-355.
- Seel, N.M. (2003). Model-centered learning and instruction. Technology, Instruction, Cognition and Learning, 1, 59-85.
- Seel, N.M., Al-Diban, S., & Blumschein, P. (2000). Mental models& Instructional planning. In J.M. Spector& T.
- Spector, J.M., & Davidsen, P.I. (2000). Designing technology enhanced learning environments. In B. Abbey (Ed.), Instructional and cognitive impacts of web-based education (pp. 241-261). Hershey, PA: Idea Group.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References