English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study examines the changes and development of prospective secondary mathematics teachers’ technology-based tasks through teaching practices. The Dynamic Geometry Task Analysis model consisting of the components of mathematical depth and technological action has been chosen as the conceptual framework of the study. In this study, a qualitative research paradigm has been adopted and action research methodology involving a cyclical process has been used. Participants of the study were four prospective secondary mathematics teachers, who were enrolled in a secondary mathematics education program at a state university in Turkey. This research was carried out within the scope of a 14-week Practicum course and focused on prospective mathematics teachers’ implementations of their technology-based tasks through micro-teaching and classroom teaching. Data mainly consisted of each prospective teacher’s one technology-based task, video recordings of their teaching practices (micro-teaching and classroom teaching) and interviews. Data was analyzed by using the video analysis method to examine how and why mathematical depth and technological action of the planned tasks changed or developed during micro-teaching and classroom practices. Findings of the study indicated that prospective mathematics teachers improved the levels of mathematical depth of their tasks by making use of their planned technological actions in a more effective way from micro-teaching to classroom teaching. In particular, it became apparent that micro-teaching supported the development of prospective mathematics teachers’ technology-based tasks in terms of content and also the implementation processes of their tasks in classrooms.

From Micro Teaching to Real Classrooms: Examination of Prospective Mathematics Teachers' Technology-Based Teaching