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Developing Secondary Mathematics Preservice Teachers’ Technological Pedagogical and Content Knowledge: Influencing Positive Growth
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, The University of Alabama, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study focused on discovering aspects of a secondary mathematics teacher education program’s effectiveness at developing Technological Pedagogical and Content Knowledge (TPACK) in preservice teachers who rarely used technology in their own K-14 mathematics coursework. Using qualitative research techniques over the course of three consecutive semesters before student teaching, this study revealed that preconceived beliefs about teaching mathematics with technology could be influenced through advanced mathematical tasks during TPACK development. This paper gives voice to the PSTs who made great strides and briefly describes two mathematical lesson tasks found to be most influential at changing pedagogical views in using technology in teaching mathematics.

Citation

Zelkowski, J. (2011). Developing Secondary Mathematics Preservice Teachers’ Technological Pedagogical and Content Knowledge: Influencing Positive Growth. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4443-4450). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

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