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Teaching Teachers TinkerPlots (v2): Achieving a TPACK Balance
PROCEEDINGS

, Ball State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

One of the challenges faced by mathematics teacher educators (when creating professional development opportunities) is attending to the specific needs of teachers who possess different strengths within the TPACK Framework. Since the TPACK Framework is not content specific, this poster session will narrow the content focus to the grade 6-8 probability and statistics Common Cores State Standards and a relatively new technology called TinkerPlots Dynamic Data Explorations, (V2). TinkerPlots provides an excellent technology for the development and study of TPACK, because the features support inquiry-based learning through the creation and exploration of dynamically linked data plots and probability simulations. Informal observations of how teachers interacted with the program are related to different knowledge levels for the purpose of informing future teacher training and research.

Citation

Shafer, K. (2012). Teaching Teachers TinkerPlots (v2): Achieving a TPACK Balance. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4881-4885). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

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References

  1. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record 108(6), 1017-1054.
  2. McGraw, R., & Grant, M. (2005). Investigating mathematics with technology: Lesson structures that encourage a range of methods and solutions. In W.J. Masalski (Ed.), Technology-Supported Mathematics Learning Environments (pp. 303-317). Reston, VA: National Council of Teachers of Mathematics.

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