Case study investigating the impact of using iPads to improve PGCE primary student teachers’ mathematical content knowledge

Abstract

The focus of this study was generated by a fortuitous coincidence of need and opportunity. PGCE primary student teachers have often demonstrated a lack of confidence in their Mathematical Content Knowledge (CK). Student teachers in Ulster University have been using iPads for some years and there are increasing numbers of Maths Apps available for these devices. This study adopted the TPACK framework in order to effectively integrate and evaluate iPads as an instructional tool, aimed at improving PGCE students’ mathematics CK. A mixed methods approach was agreed, firstly, to quantitatively measure student teachers’ mathematical CK through pre- and post- TPACK surveys (Mishra and Koehler, 2006) and Progress in Maths (NfER, 2012) standardised tests. At the beginning and end of the PGCE Primary course, student teachers’ maths anxiety levels were also measured using an Abbreviated Mathematics Rating Scale (Richardson and Suinn, 2012). Secondly, qualitative focus groups were held at the end of the course, and a semi-structured interview was conducted with one graduate of the PGCE case study cohort, six months post-PGCE. Both SPSS and NVivo computerised software packages were used to analyse, respectively, the quantitative and qualitative data. The case study revealed that the area of Shape and Space caused the most difficulty among PGCE student teachers, but also that iPads did not significantly impact upon the improvement of these students’ mathematical content knowledge. In addition, the TPACK survey found no significant improvement to technological knowledge. However, qualitative data illustrated the existence of some technological anxiety among PGCE student teachers especially during school placements. Although maths anxiety levels significantly improved across the PGCE year, a moderately positive correlation was also found between maths anxiety levels and mathematical content knowledge. Recommendations point towards the development of an ITE technological anxiety rating scale that may help determine if ‘technostress’ has any impact upon student teachers’ technological knowledge. This study also proposes the importance of ITE provision acknowledging student teachers’ maths anxieties by addressing their maths CK at the outset. Finally, although the study found Shape and Space to be the most challenging area of mathematics for this PGCE primary cohort, further research is required to ascertain if their pupils’ attainment in this area was also affected.

Date of Award	Dec 2020
Original language	English
Supervisor	Linda Clarke (Supervisor), Una O'Connor Bones (Supervisor), Una O'Connor Bones (Supervisor) & Linda Clarke (Supervisor)