Proceedings of the Fourth Annual Teachers College Educational ...

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The Use of Dynamic Geometry Software for the development of Specialized Subject Matter Knowledge V. Serbay Zambak, Traci L. Carter, Clemson University, Tillman Hall, 109 Daniel Drive Clemson, SC Email: vzambak@clemson.edu, tracic@clemson.edu Abstracts: After the concept of pedagogical content knowledge (PCK) was introduced by Shulman, scholars formed theoretical frameworks to clarify this construct and make it constructible through teacher education programs. Ball’s framework divided mathematical knowledge into subject matter knowledge and PCK, becoming the most influential framework for mathematics education. Consequently, methods courses offered by schools of education changed their course structure to support the development of preservice mathematics teachers’ PCK. However, there have not been sufficient changes in pre-service education programs for the development of specialized subject matter knowledge (SSMK). Considering this need, one teaching module of an instructional technology course emphasizing the use of Dynamic Geometry Software (DGS) was developed. Four lesson activities requiring teachers to use DGS were formed. Following the implementation of this course in Fall/2012 in a southeast research university, a study was proposed to investigate the influence of DGS on pre-service secondary mathematics teachers’ development of SSMK. 87
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Proceedings of the Fourth Annual Te
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Table of Contents Math Strategies i
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Harnessing the Power of Emotionally
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Think Facts introduces four charact
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Guidelines for an Online Networking
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Mode S = Synchronous A=Asynchronous
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Investigating Potential Factors to
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Investigating the Effects of Choice
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Videogames in Institutional Practic
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Youth in the Digital Age: Digital M
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Augmenting The Arrival: Students’
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Connected to Word Problems: Improvi
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ased approach. Future research may
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MOOCs, Open Education, and Implicat
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Promoting Healthy Eating Habits Thr
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Figure 2: Monster Appetite in actio
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This year, the first participant gr
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Figure 2: The Aesthetigraph represe
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Digital Modeling Artifacts as Geome
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Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
Page 49 and 50: Applying Physics to the Real World:
Page 51 and 52: Credibility of Culturally Situated
Page 53 and 54: notion that similarity with the use
Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
Page 57 and 58: Online Learning Environments in Hig
Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62: Exploring the Intersection of Forma
Page 63 and 64: Barab, S. & Squire, K. (2004). Desi
Page 65 and 66: information and the world according
Page 67 and 68: #phdchat: a community of practice o
Page 69 and 70: A Difficult Balance: Regulating Cyb
Page 71 and 72: References Bethel School District v
Page 73 and 74: that children’s photographs were
Page 75 and 76: A variety of data sources were coll
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Page 79 and 80: Design of computer assisted tools f
Page 81 and 82: Figure 2: Interactive functions of
Page 83 and 84: User Experiences with Avatar Custom
Page 85 and 86: Design Patterns for Promoting Self-
Page 87 and 88: Cooperative Inquiry in Designing Te
Page 89 and 90: Implications Our work with CI exten
Page 91: References Allen, E., & Seaman, J.
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