Gonzalez, M. D. (2016). Understanding the technological, pedagogical, and mathematical issues that emerge as secondary mathematics teachers design lessons that integrate technology (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10583408)

Abstract:

“This multiple case study examines four groups of secondary mathematics teachers engaged in a Lesson Study approach to professional development where they planned and taught lessons that integrate technology. Informed by current literature, a framework was developed to focus on the dimensions of teacher’s knowledge to teach mathematics with technology that appear to influence teacher’s decisions during lesson planning. These dimensions of teacher’s knowledge include knowledge of mathematics, knowledge of pedagogy, knowledge of technology, and other types of knowledge that are developed by the interactions of those.

At the beginning and end of the Lesson Study, quantitative data was collected using a pre-post survey to measure changes in teacher’s self-perceptions of the knowledge to teach mathematics with technology. Qualitative data was collected as the groups engaged in designing a mathematical lesson, as a volunteer teacher from each group implemented that lesson, and as a group reflected in the planning and implementation of the lesson. This includes audio recordings, video recordings, and field notes.

Results of this study demonstrate that when teachers are engaged in professional development activities that are focused on having teachers plan thoughtful and detailed lessons that integrate technology, their self-perceptions of their mathematical knowledge (MK), technological knowledge (TK), and technological, pedagogical, and mathematical knowledge (TPACK) increases significantly. Finding suggests that professional development opportunities where teachers collaborate with colleagues could motivate the integration of technology tools into teaching, and could stimulate changes to pedagogical approaches. Findings also suggest that when teachers exhibit appropriate mathematical knowledge, and have in-depth discussions about the pedagogical approach to take, the integration of technology seemed to flow naturally. Findings also suggest that when teachers seemed to lack mathematical understanding of the topic being taught, and are not willing or motivated to change their pedagogical approaches, they do not use technology in ways that can potentially impact students’ engagement with mathematical ideas.”