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Technological Pedagogical Content Knowledge in the Mathematics Classroom
ARTICLE

Journal of Digital Learning in Teacher Education Volume 26, Number 4, ISSN 2153-2974

Abstract

Teacher knowledge has long been a focus of many educational researchers. Current conceptualizations of teacher knowledge are beginning to reflect the knowledge and skills teachers need to successfully navigate increasingly technologically-rich mathematical classrooms with the addition of knowledge domains such as technological pedagogical content knowledge (TPACK). This article situates TPACK in the mathematics classroom by developing four central components of knowledge necessary for technology-using mathematics teachers. This article concludes by presenting a portrait of effective TPACK in action and posing questions for technology-using teachers to consider as they embark on technology use in support of mathematics instruction. The intent of this article is not to offer a one-size-fits-all solution to the many issues surrounding technology use, but to provide the impetus for discussion and refection among mathematics educators at all levels. (Contains 1 table and 2 figures.)

Citation

Guerrero, S. (2010). Technological Pedagogical Content Knowledge in the Mathematics Classroom. Journal of Digital Learning in Teacher Education, 26(4), 132-139. Retrieved April 21, 2019 from .

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Cited By

  1. TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices

    Ottavia Trevisan & Marina De Rossi, University of Padova, Italy

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2128–2132

  2. Preservice Secondary Mathematics Teachers’ Beliefs and TPACK

    Somin Kim, University of Georgia, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2528–2530

  3. Digital Guidebook Supporting TPACK for Teachers to Teach Learners Motor Skills in Physical Education

    Kosuke Terashima & Shinsuke Takesue, Faculty of Education, Nagasaki University, Japan; Takako Koshimizu, Faculty of Education, Shizuoka University, Japan; Takashi Fujiki, Faculty of Education, Nagasaki University, Japan

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 128–133

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