Visualising mathematical concepts through dual digital and non-digital teaching tools on preservice teachers' pedagogical content knowledge
DOI:
https://doi.org/10.38140/obp3-2025-03Keywords:
Digital teaching tools, mathematics education, mathematics visualisation, non-digital teaching tools, pedagogical content knowledgeAbstract
This chapter explores how dual digital and non-digital visualisation tools contribute to the formation of robust pedagogical content knowledge (PCK) in PSTs, enhancing their PCK and ability to teach mathematics effectively in diverse classroom settings. Grounded in the TPACK framework, the study examines the influence of these tools on PSTs' PCK. An interpretive qualitative approach was adopted, focusing on a cohort of 20 third-year PSTs from one class. Initially, their PCK was assessed using observational tools and focus group discussions during their microteaching sessions. Thereafter, design-based interventions were implemented during lectures, allowing PSTs to explore, develop, and integrate digital and non-digital tools in teaching Grade 10 mathematics topics (functions, measurements, and analytical geometry) over a semester. In the post-intervention phase, their PCK was re-evaluated as they integrated digital and non-digital tools into their microteaching. The same observational tools and focus group discussions were utilised to assess any changes in their PCK. Finally, semi-structured interviews were conducted to gather their reflections. Data were collected through observational tools, focus group discussions, and semi-structured interviews. The data were analysed using the TPACK framework as the analytical tool, intertwined with thematic analysis. The findings show that integrating digital and non-digital teaching tools to visualise mathematics concepts can significantly enhance PSTs’ PCK and their ability to teach mathematics effectively. Therefore, this chapter recommends that mathematics teacher education programmes highlight the need for a balanced integration of diverse instructional tools to better prepare teachers for the challenges of contemporary mathematics education.
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