Relationship between integrating of educational technology and pedagogy content knowledge of the teacher with students' attitude and mathematical problem solving performance

摘要

Nowadays the results of different scientific disciplines have shown that pedagogy content knowledge (PCK) of the teacher as a reliable and dependable source of knowledge has a significant role in learner's performance. The main purpose of this study is to investigate the relationship between integrating of educational technology and PCK of the teacher on attitude and mathematical problem solving performance of the fifth grade students. The participants of this study were 24 teachers and 476 students. For measuring of the PCK of the teachers a checklist consisted of 12 items was implemented which using technology was one of the items. The checklist was made according to classification of teachers' PCK Jang et al (2009). The results showed that there is a significant relationship between using technology and educational-aid tools with PCK (r= 0.810, P<0.01). In addition, the results revealed that there is a significant relationship between using technology in classroom by teachers and student's attitude and their mathematical problem solving performance(r= 0.602, r=0.549, P<0.01).