文章基本信息

标题：Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment
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作者：Ercan Atasoy ; Neslihan Uzun ; Berna Aygun 等
期刊名称：World Journal on Educational Technology
印刷版ISSN：1309-1506
电子版ISSN：1309-0348
出版年度：2016
卷号：8
期号：1
页码：18-24
DOI：10.18844/wjet.v8i1.496
出版社：Science Park Research Organization and Counselling LTD
摘要：The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK) of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way.
关键词：Technological pedagogical content knowledge; prospective mathematics teachers