Mathematics Teacher TPACK Standards and Development Model Article
Margaret L. Niess, Oregon State University, United States ; Robert N. Ronau, University of Louisville, United States ; Kathryn G. Shafer, Ball State University, United States ; Shannon O. Driskell, University of Dayton, United States ; Suzanne R. Harper, Miami University, United States ; Christopher Johnston, George Mason University, United States ; Christine Browning, Western Michigan University, United States ; S. Asli Özgün-Koca, Wayne State University, United States ; Gladis Kersaint, University of South Florida, United States
CITE Journal Volume 9, Number 1, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this construct. A Mathematics Teacher Development Model describes the development of TPACK toward meeting these standards. The standards and model provide structured detail to further the work of various groups. The proposals may guide teachers, researchers, teacher educators, professional development consultants, and school administrators in the development and evaluation of professional development activities, mathematics education programs, and school mathematics programs.
Niess, M.L., Ronau, R.N., Shafer, K.G., Driskell, S.O., Harper, S.R., Johnston, C., Browning, C., Özgün-Koca, S.A. & Kersaint, G. (2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2017 from https://www.learntechlib.org/p/29448/.
© 2009 AACE
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