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A Comparative Study of Mathematical Content, Pedagogy and Technology using a Paired T-Test of the means of Seven Domains
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, 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 March 22, 2019 from .

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