Developing Secondary Mathematics Preservice Teachers’ Technological Pedagogical and Content Knowledge: Influencing Positive Growth
Jeremy Zelkowski, 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
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.
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 https://www.learntechlib.org/primary/p/37032/.
- Kahan, J.A. & Wyberg, T.R. (2003). Mathematics as SenseMaking. In H. Schoen& R. Charles (Eds.), Teaching mathematics through problem solving: Grades 6-12 (pp.15-25). Reston, VA: NCTM.
- Kaput, J. (1992). Technology and mathematics education. In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp.515-556). New York, NY: Macmillan.
- Leatham, K.R. (2007). Pre-service SEMA teachers’ beliefs about the nature of technology in the classroom. Canadian Journal of Science, Mathematics, and Technology Education. 7(2/3), 183-207.
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA. Author.
- Niess, M.L., Sadri, P., & Lee, K. (2007, April). Dynamic spreadsheets as learning technology tools: Developing teachers’
- Norton, S., McRobbie, C.J., & Cooper, T.J. (2000). Exploring SEMA teachers’ reasons for not using computers in their teaching: Five case studies. Journal of Research on Computing in Education. 33(1), 87-109.
- Quinn, R.J. (1998). Technology: PSTs’ beliefs and the influence…. ClearingHouse. 71(6), 375-377.
- Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
- Pierce, R., & Ball, L. (2009). Perceptions that may affect teachers’ intention to use technology in SEMA classes. Educational Studies in Mathematics, 71(3), 299-317.
- Rogers, E.M. (1995). Diffusion of innovations. New York, Free Press.
- Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A
- Waits, B. & Demana, F. (2000). Calculators in mathematics teaching and learning: Past, present, and future. In M. Burke& F. Curcio (Eds.), Learning mathematics for a new century (pp.51-66). Reston, VA: National Council of Teachers of Mathematics.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.