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Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course
ARTICLE

, UNC Charlotte, United States

JCMST Volume 33, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper presents the findings of a study that examined pre-service teachers’ development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused on elementary school mathematics in the United States. Data sources included work samples from pre-service teachers as well as an open-ended survey collected at the end of the semester. Inductive analysis of the data indicated that pre-service teachers demonstrated varying levels of technological knowledge, but all demonstrated greater gains in their knowledge of mathematics content and pedagogical content knowledge. Implications for the design of pre-service mathematics education courses focused on elementary school mathematics are also shared.

Citation

Polly, D. (2014). Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course. Journal of Computers in Mathematics and Science Teaching, 33(2), 233-250. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2020 from .

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