The impact of technology-based mathematics education on the development of pedagogical content knowledge (PCK) Among Elementary Education Student -Teachers

Document Type : Original Article

Authors

1 Associate Professor, Department of Mathematics Education, Farhangian University, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

10.22034/ise.2025.17935.1163

Abstract

The aim of this research is to examine the impact of technology-based mathematics education on the development of pedagogical content knowledge (PCK) among students-teachers in the primary education program.This research is classified as applied research and was conducted using a quasi-experimental design with pre-tests and post-tests.The research population consisted of 320 female student - teachers from the primary education program at Farhagian University, Hamedan province. From this population,a group of 23 students-teachers with a diploma in humanities and another group of 23 students-teachers with diplomas in experimental and mathematical sciences were selected through simple random sampling.The data collection tool was a researcher-developed assessment designed to evaluate pedagogical content knowledge in mathematics.This assessment focused on the understanding of pedagogical content knowledge related to mathematical concepts and was administered in both the pre-test and post-test phases. In the classes of both groups, technology-based mathematics education was conducted based on MATLAB GUI and through the program (MathsApp) in 10 two-hour sessions.For data analysis, paired t-tests with a repeated measures design and ANCOVA were used.The results of the findings indicated that technology-based mathematics education significantly impacts the development of pedagogical content knowledge for student teachers in the field of elementary education with a diploma in humanities, as well as for student-teachers in the field of elementary education with diplomas in mathematics and experimental sciences. the results showed that there is no significant difference between the two groups regarding the impact of technology-based mathematics education on the development of pedagogical content knowledge of student-teachers.

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