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A Study of Pre-Service Teachers’ Perception of Technological Pedagogical Content Knowledge on Algebra
ARTICLE

, Southern Illinois University Carbondale, United States ; , Rowan University, United States ; , Indiana State University, United States

JCMST Volume 34, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of this study was to investigate elementary pre-service teachers’ content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were enrolled into the university core program and the teacher education program where the former offered a content course and the latter the methods course. A paper-based survey was distributed to the students to collect data. Quantitative analysis was utilized to analyze the collect data. Results indicated that there were no significant differences in content knowledge for algebra between the pre-service teachers from two programs. Pre-service teachers in the teacher education program had better pedagogical knowledge than those in the university core program. The five sub-scales of the algebra content were significantly correlated with each other. Content knowledge and pedagogical knowledge significantly predicted TPACK. Levels of technology skills among the pre-service teachers had a significant impact on their technology knowledge, technological content knowledge and TPACK.

Citation

Lin, C.Y., Kuo, Y.C. & Ko, Y.Y. (2015). A Study of Pre-Service Teachers’ Perception of Technological Pedagogical Content Knowledge on Algebra. Journal of Computers in Mathematics and Science Teaching, 34(3), 327-344. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2019 from .

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