数学教师水平对技术教学内容知识与信息通信技术的整合存在障碍

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

Pythagoras Pub Date : 2019-12-01 DOI:10.4102/pythagoras.v40i1.431

Gabriel De Freitas, E. Spangenberg

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引用次数: 15

摘要

过去二十年来，南非的技术进步使信息和通信技术成为教育领域的重要角色（Guerrero，2010）。信息和通信技术更容易获得，并成为许多数学课堂的一般资源的一部分。有效利用信通技术进行教学为数学课程增加了价值，并与提高学习者的理解能力有关（Nkula&Krauss，2014）。将信息和通信技术纳入数学课堂也可能对南非的数学表现产生重要影响，南非被视为表现不佳且低于国际标准（McCarthy和Oliphant，2013）。

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Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers

Technological advances in South Africa over the past two decades have led to information and communication technology (ICT) becoming a significant role player in the educational landscape (Guerrero, 2010). ICTs are more readily available and form part of the general resources in many mathematics classrooms. The effective use of ICTs for teaching and learning adds value to the mathematics curriculum and is associated with improved learner understanding (Nkula & Krauss, 2014). The incorporation of ICTs in the mathematics classroom may also have important implications for mathematics performance in South Africa, which is viewed as under-performing and below international standards (McCarthy & Oliphant, 2013).

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来源期刊

Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

1.50

自引率

16.70%

发文量

审稿时长

20 weeks

期刊介绍： Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.