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Effectiveness of a professional development course based on information and communication technologies on mathematics teachers' skills in designing technology-enhanced task

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Abstract

The purpose of this study is to examine the effect of a professional development course based on information and communication technologies (ICTs) on mathematics teachers' skills in designing technology-enhanced task. A technology-enhanced professional development course for supporting mathematical reasoning is designed, implemented, and evaluated based on this aim. The participants of this study are 17 in-service mathematics teachers. In this study, data are collected from technology-enhanced tasks developed by the participants, dynamic mathematics software files, written documents, and their self-reflections. Both the quantitative and qualitative data are analyzed based on the Dynamic Geometry Task Analysis Framework. As a result of the analysis, it was determined that the professional development course based on ICTs contributed positively to the development of mathematics teachers’ skills in designing technology-enhanced task. After the course based on ICTs, it was revealed that mathematics teachers designed a high-quality task by coordinating the mathematical depth with technological actions and these designed tasks had the potential to develop students’ reasoning. In addition, in this process, the dragging and slider tools are considered specific tools of semiotic mediation contributing to fostering mathematical reasoning through the designed tasks.

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Data availability statements

The datasets generated during and analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

I am grateful to the editors and anonymous reviewers for their valuable comments on this paper. I also thank the Scientific and Technological Research Council of Türkiye (TÜBİTAK) for providing valuable support. In addition, the preliminary results of a part of this study were presented at the 5th International Symposium of Turkish Computer and Mathematics Education (TURCOMAT-5).

Funding

This study was conducted as part of project number 121B307 entitled “Designing technology-supported tasks to improve mathematical reasoning skill” supported by the Scientific and Technological Research Council of Türkiye (TÜBİTAK). Any opinions, findings, and conclusions expressed herein are mine and do not reflect the views of the funding agency.

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  1. Department of Mathematics and Science Education, Ziya Gökalp Faculty of Education, Dicle University, 21280, Diyarbakır, Türkiye

    Yılmaz Zengin

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Zengin, Y. Effectiveness of a professional development course based on information and communication technologies on mathematics teachers' skills in designing technology-enhanced task. Educ Inf Technol 28, 16201–16231 (2023). https://doi.org/10.1007/s10639-023-11728-2

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