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Preparing 8th Grade Mathematics Teachers to Use Technology, Pedagogy, and Content Knowledge in the Teaching and Learning of Algebra
Article

, Lamar University, United States

CITE Journal Volume 9, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers’ mathematical activities and teaching and learning tasks, each of which required a TPCK framework. Sessions were organized to transform content through strategies that integrate technology with the teachers’ content and pedagogical knowledge. Content of the professional development sessions ranged from analyzing algebraic learning activities to examining appropriate uses of technology in the teaching and learning of algebra. Teachers participated in 60 hours of summer sessions and 60 hours of academic year sessions. Results revealed the need to provide teachers with opportunities to develop and explore an integration of technological, pedagogical, and content knowledge in the teaching and learning of algebra.

Citation

Richardson, S. (2009). Preparing 8th Grade Mathematics Teachers to Use Technology, Pedagogy, and Content Knowledge in the Teaching and Learning of Algebra. Contemporary Issues in Technology and Teacher Education, 9(2), 117-130. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 5, 2019 from .

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