Developing TPACK in Pre-Service Secondary Mathematics Teachers through Integration of Methods and Modeling Courses: Results of a Pilot Study
Rejoice Mudzimiri, Montana State University - Bozeman, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Unless pre-service teachers actively learn mathematics with technology themselves, they may fail to see the value in integrating technology into instruction. This study examines the synergistic effects of concurrent enrollment in a mathematics teaching methods class and a technology-intensive mathematical modeling class as a way of helping pre-service teachers develop Technological Pedagogical Content Knowledge (TPACK). This strategy is meant to ensure that all the three components of TPACK, technology, pedagogy and content, are attended to maximally. The mathematics teaching methods class is focused on Technological Pedagogical Knowledge (TPK) while the mathematical modeling class emphasizes Technological Content Knowledge (TCK). It is intended that the pre-service teachers make connections between TPK and TCK to build TPACK. Results of the pilot study indicate that pre-service teachers can indeed make desirable connections between TPK and TCK although the process through which that happens is complicated by other factors such as mathematics cognition.
Mudzimiri, R. (2010). Developing TPACK in Pre-Service Secondary Mathematics Teachers through Integration of Methods and Modeling Courses: Results of a Pilot Study. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3485-3490). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).
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