Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education
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| Title: | Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education |
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| Authors: | Nantschev, Renate (ORCID |
| Source: | Education Sciences. 2020 10. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Educational Technology, Mathematics Instruction, College Mathematics, Comparative Education, College Faculty, Pedagogical Content Knowledge, Technological Literacy, Foreign Countries, Mathematics Teachers, Teacher Attitudes |
| Geographic Terms: | Austria, Czech Republic, Denmark, Greece, Israel, Kosovo, Macedonia, Spain, Sweden, Uzbekistan |
| ISSN: | 2227-7102 |
| Abstract: | The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1279819 |
| Database: | ERIC |
| Abstract: | The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure. |
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| ISSN: | 2227-7102 |
