Learning teaching mathematics with instructional technology: A praxeological analysis of a Ghanaian mathematics teacher education course
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| Title: | Learning teaching mathematics with instructional technology: A praxeological analysis of a Ghanaian mathematics teacher education course |
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| Authors: | Mensah, Farouq Sessah |
| Source: | ReMath Proceedings of the 9th ICMI-East Asia Regional Conference on Mathematics Education (Vol. 3, pp. ). Seoul, Korea. :761-765 |
| Subject Terms: | Instructional technology, anthropological theory of the didactic, mathematics teacher education, pedagogies of practice, Mathematics Education, matematikämnets didaktik |
| Description: | This study explores how a mathematics teacher educator prepares pre-service teachers to integrate instructional technology into mathematics teaching, using the Anthropological Theory of the Didactic (ATD) as a framework. A qualitative case study at a Ghanaian university discusses the MTE’s practices through video observations and a semi-structured interview. Findings reveal that representation of practice through modelling provided PSTs with practical examples of instructional integration, while decomposition allowed for refining lesson plans through structured analysis. However, the absence of approximations of practice due to time constraints limited experiential learning opportunities. The study emphasises the need for explicitly articulating meta-didactical logos and simulated teaching environments to bridge theory and practice. |
| File Description: | electronic |
| Access URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-245004 https://su.diva-portal.org/smash/get/diva2:1983749/FULLTEXT01.pdf |
| Database: | SwePub |
Nájsť tento článok vo Web of Science | Abstract: | This study explores how a mathematics teacher educator prepares pre-service teachers to integrate instructional technology into mathematics teaching, using the Anthropological Theory of the Didactic (ATD) as a framework. A qualitative case study at a Ghanaian university discusses the MTE’s practices through video observations and a semi-structured interview. Findings reveal that representation of practice through modelling provided PSTs with practical examples of instructional integration, while decomposition allowed for refining lesson plans through structured analysis. However, the absence of approximations of practice due to time constraints limited experiential learning opportunities. The study emphasises the need for explicitly articulating meta-didactical logos and simulated teaching environments to bridge theory and practice. |
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