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A Comparative Study of Mathematical Content, Pedagogy and Technology using a Paired T-Test of the means of Seven Domains
PROCEEDINGS

## Maria Mitchell, Central Connecticut State University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

## Abstract

My paper will discuss a study that is ongoing in a preservice elementary mathematics content course. I am interested in examining how preservice teachers in elementary mathematics develop and apply TPACK knowledge in a course entitled “Mathematics Through Computers”. I did a comparative analysis between pre/post test scores for a class that is taught traditionally and a course that is taught online. I used the mean pre/post scores and conducted a Paired T-Test on seven knowledge domains.. I used the Survey of Preservice Teachers’ Knowledge of Teaching and Technology (Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009) to collect the data from a Pre and Post Survey. They include: technology knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK).

## Citation

Mitchell, M. (2013). A Comparative Study of Mathematical Content, Pedagogy and Technology using a Paired T-Test of the means of Seven Domains. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2273-2278). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from https://www.learntechlib.org/primary/p/48446/.

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