Education Mathematics for TPACK Framework Teachers- myassignmenthelp

Question: Discuss about theEducation Mathematics for TPACK Framework Teachers. Answer: Introduction The project objective is to create an understanding of teachers in relation to the illusion of linearity phenomenon. In addition, the study will analyze ways in which teachers TPACK (Technological Pedagogical Content Knowledge) can be applied to assist students in overcoming the phenomenon. The description of Van (Wim Van Dooren, 2009)(Dooren, 2003) (Dooren, 2003) in their article originally written in 2003 indicates that by applying proper use of the TPACK framework teachers can change mathematics education whenever the linear thinking process is not applicable. Contextual Background The previous research has indicated that extensive attention spent by students in their proportional reasoning have given them a strong tendency to apply linear or proportional models in all situations. With this the students sometimes try to apply the models in situations where they are not applicable. This is what the phenomena referred to as illusion of linearity. For example, several students undertaking Geometry tend to believe that should the sides of a figure be doubled then the area will also double. In this study the empirical evidence for the phenomenon is expanded to reflect the probabilistic reasoning domain. The first step will be to highlight the notion of chance and give some justifications for expecting the overgeneralization in the probability domain. Thereafter, we will describe several well-known as well as less popular probabilistic misconceptions. This will prove that they all have a single remarkable common feature. That is, they all can be interpreted in terms. A teacher can apply the use of visual representation of the given geometric figure as a technique to overcome the challenge of illusion of linearity. To do this the teacher needs to have a prominent level of TRACK prior to the lesson. This concept indicates that the teachers integration skills result from mastering the pedagogical, content as well as technological knowledge. The above three elements normally do integrate to give several types of ICT integration: technological content knowledge, TPACK, pedagogical content knowledge and finally technological content knowledge. The teachers educators have enthusiastically accepted the notion of teachers ICT knowledge. This is because it possesses the ability to generate theoretical underpinning needed to define the competency of teachers in ICT integration. TPACK knowledge can be applied in two aspects. One is for teachers to avoid the creation of the above phenomenon and two to solve the illusion successfully in case it occurs. Research questions Against this backdrop, the thesis is designed to examine childrens misconceptions when it comes to applications of linear thinking in their daily analysis of situations. Moreover, it tries to evaluate ways through which the phenomenon can be overcome using TPACK. The educators preparation to assist in the situation will also be highlighted. The questions below have been formulated to guide the research in attaining the intended objectives. How do teachers working with the younger children negotiate this misconception? How can young children be taught to enable them to deviate from this misconceptions in advance? What are the avenues for teachers to improve their teaching without relying on the use of technology? What is the impact of introducing the technology on teachers in countering the misconceptions? How does the effect of illusion of linearity relate to class and gender? Where and in what ways do teachers perform agency? Is TPACK knowledge among the practitioners the source of the contributors of the problem? How effective will the test group be when compared to the traditional way of teaching group? What are the aspects of TPACK that teachers need to possess to teach geometrical figures in ways that can contribute to overcoming the misconceptions? The project will be conducted within the theoretical framework in a way that the child social relations cater for the Van Wims theory (De Bock, Educational Studies in Mathematics, 2002). The students who grow applying the proportional linear expertise and are increasingly familiar with linear models may experience a significant disadvantage. The linearity illusion is a such a strong urge when it comes to relations in a way that the children easily yield to the desire to treat numerical relations in a way as if they were linear. Therefore, to deal with the illusion of linearity they suggested that practitioners should apply technology to represent geometrical figures visually. Teachers need to possess advanced knowledge of TPACK. The notion of using expert teachers as a source of knowledge was initiated by Shulman in 1986. He termed it pedagogical content knowledge and further stated that it could be differentiated from the practitioners pedagogical and content knowledge. The idea was furthered by Koehler and Mishra by adding technological skills to the already established pedagogical as well as content knowledge (Koehler, 2009). They suggested that TPACK is applicable in a comparable manner to represent the unique expertise in technology integration by the teachers. This resembles how the two made intelligent pedagogical applications of technology. In (Koehler, 2007) TPACK was originally named TPCK a term later altered to TPACK to make pronunciation easier. This also clearly emphasized on the integrated application of technology, pedagogy as well as content knowledge in the efficient technology integration (Thompson and Mishra,2007). Analysis The data analysis will be controlled by the nature of data to an extent. There will be two groups tested to test the theory. One group will be composed of a group of students tasked with learning about the volume and area of geometrical figures without applying technology nor the 3D representation of figures. The two groups will all be administered with a pre-test prior to classrooms interventions. Another test will then be taken by the groups after the intervention. The results will be analyzed using the t-test correlation and factor analysis. The focus will be to identify factors that govern all the aspects of geometrical training. The teachers who will be tasked with teaching the test groups will be tested to gauge their knowledge of the TPACK. References De Bock, D. V. (2002). Educational Studies in Mathematics. 50: 311. De Bock, D. V. (2002). Educational Studies in Mathematics . Retrieved from https://doi.org/10.1023/A:1021205413749 Dooren, W. D. (2003). Educational Studies in Mathematics . Retrieved from https://doi.org/10.1023/A:1025516816886 Koehler, M. J. (2009). What is technological pedagogical content knowledge Contemporary Issues in Technology and Teacher Education. 60-70. Leanna M. Archambault, J. H. (n.d.). Revisiting technological pedagogical content knowledge: Exploring the TPACK Framework . Wim Van Dooren, D. D. (2009). Students' Overuse of Proportionality on Missing-Value Problems: How Numbers May Change Solutions. Journal for Research in Mathematics Education, 187-211.