https://www.selleckchem.com/products/bp-1-102.html
The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the
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