A Practical Study of Teaching Propositions in High School Mathematics Based on the TPACK Framework

Abstract

Under the background of information technology in education, there is insufficient integration of technological knowledge, pedagogical knowledge, and subject content knowledge in the teaching of propositions in high school mathematics. Teachers mostly equate information technology with multimedia presentations, and students often memorize formulas mechanically, which leads to difficulties in the application of complex propositions. In this study, we take “the cosine formula of the difference between two angles” as an example. Based on the TPACK framework, we use contextual teaching and geometric drawing board demonstration to integrate subject content, pedagogical knowledge, and technological knowledge in teaching design and practice. It is found that by dynamically displaying the derivation process of the formula and guiding students to explore independently, it can help them understand the logic of the formula and improve their application ability. This study provides a paradigm for teaching propositions in high school mathematics and suggests that the TPACK framework can facilitate knowledge integration and cultivate students’ mathematical literacy such as problem posing and creative inquiry, which is of great significance for teaching practice.