When Teacher Educator Use Design Thinking (DT) to Design Learning Experiences for Mathematics Student Teacher
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Abstract
This article aims to explore how to use Design Thinking (DT) to create a learning experience that promotes the development of TPACK among mathematics student teachers, specifically those enrolled in the courses Digital Technologies for Mathematics Learning Management (EM23201) and Media Construction for Mathematics (EM23301) at the Faculty of Education, Udon Thani Rajabhat University.
Research was conducted on the concept of self-study; data was gathered from a variety of sources to ensure data triangulation. During the 2023 academic year. The research findings revealed that the method of utilizing Design Thinking (DT) in the design of learning experiences led to the improvement of TPACK for mathematics student teachers. This approach encompassed the stages; (1) Empathize: understanding the specific TPACK needs and challenges of mathematics student teachers, (2) Define and Ideate: create a problem statement that succinctly captures the learning need or challenge and generates potential solutions, (3) Prototype and Test: creating prototypes of learning solutions integrate technology into mathematics teaching, and observe student teachers learning when implement the prototypes in real teaching scenarios, (4) Iterate and Improve: refine the technology-integrated teaching methods and learning experience, and (5) Reflect and Self-Study: Teacher educators engage in self-study, reflecting on their own teaching practices.
The outcomes of this research indicate that learning experiences designed through the using of DT not only deepen the understanding of mathematical concepts for mathematics student teachers but also equip them with the competence to effectively integrate technology into their teaching methods. This research provides valuable insights into the potential of design thinking and self-study as tools for teacher professional development and the enhancement of TPACK in mathematics education.
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