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Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning

Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning

Loucas Fl. Tsouccas, Maria Meletiou-Mavrotheris
Copyright: © 2019 |Volume: 11 |Issue: 3 |Pages: 18
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522565260|DOI: 10.4018/IJMBL.2019070101
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MLA

Tsouccas, Loucas Fl., and Maria Meletiou-Mavrotheris. "Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning." IJMBL vol.11, no.3 2019: pp.1-18. http://doi.org/10.4018/IJMBL.2019070101

APA

Tsouccas, L. F. & Meletiou-Mavrotheris, M. (2019). Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning. International Journal of Mobile and Blended Learning (IJMBL), 11(3), 1-18. http://doi.org/10.4018/IJMBL.2019070101

Chicago

Tsouccas, Loucas Fl., and Maria Meletiou-Mavrotheris. "Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning," International Journal of Mobile and Blended Learning (IJMBL) 11, no.3: 1-18. http://doi.org/10.4018/IJMBL.2019070101

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Abstract

This article reports on the main insights from a study aimed at equipping a group of in-service teachers with the knowledge, skills, and practical experience required to effectively integrate tablet devices within the mathematics curriculum. A professional development program focused on mobile mathematics learning and based on the Technological Pedagogical and Content Knowledge (TPACK) framework was designed and implemented in Cyprus. Six primary school teachers participated in the program. Participants experimented with different ways in which coding apps, and other types of constructivist mobile applications could help students internalize key mathematical concepts across the primary curriculum. They also worked together to develop and/or deliver instructional interventions integrating the use of mobile devices. Findings indicate a positive impact on in-service teachers' perceptions regarding mobile-enhanced mathematics, and on their competence in productively utilizing mobile apps as an instructional tool.

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