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Mathematical Content, Pedagogy, and Technology: What It Can Mean to Practicing Teachers
PROCEEDINGS

, , Texas State University, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

ABSTRACT: The purpose of this study is to look at how practicing teachers integrate technology based instruction involving the study of number concepts, geometry, and statistic and probability, during their masters program. Though results show significant improvement, there is a need for district support in the form of one-to-one technology for all students if technology is to become a seamless student tool. The program’s courses produced a positive attitude about technology, pedagogy, and content (mathematics) knowledge (TPACK) that lasted a year after the program was completed.

Citation

Bos, B. & Lee, K. (2014). Mathematical Content, Pedagogy, and Technology: What It Can Mean to Practicing Teachers. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2218-2227). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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