Prospective mathematics teachers’ TPACK development in graphical data displays: a microteaching lesson study

Abstract

This case study investigated the development of prospective mathematics teachers’ technological pedagogical content knowledge (TPACK) in graphical data displays with (VM) within the context of a microteaching lesson study (MLS). This research investigated how five participants integrated technology and implemented a lesson plan aimed to teach statistical data displays. The MLS cycled through the phases of lesson plan design, discussion, implementation, and revision. Fundamental data was gathered through group discussions of which were operated through the lesson plans and video recordings of lesson implementation. The TPACK codebook (Hughes. 2013. Descriptive indicators of future teachers’ technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 491–516) was utilised to conduct a thorough analysis of the transcribed data through collaborative group discussions. The findings indicate that the MLS led to some improvements in the TPACK of the participants. In particular, participants developed a stronger knowledge of statistical content, pedagogical content, and technological content pertaining to data displays.

KEYWORDS:

• Statistics teaching
• data displays
• microteaching lesson study
• prospective mathematics teachers

Acknowledgements

The Microteaching Lesson Study reported in this paper is based on first author’s dissertation submitted to the Faculty of Education, Middle East Technical University, Ankara, Turkey, in partial fulfilment of the requirements for the PhD degree.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.