The Role of Mathematical Content Knowledge on TPACK Development in Pre-service Teachers
PROCEEDINGS
Kathryn Shafer, Ball State University, United States ; Rejoice Mudzimiri, University of Southern Mississippi, 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), Waynesville, NC USA
Abstract
The overarching question that will be addressed in this roundtable session is “can/should TPACK developmental models be differentiated to account for teachers with varying levels of content knowledge (high or low)?” Our goals are to 1) explain our research and teaching experiences with pre-service teachers who have high and low levels of CK and how this was a contributing factor to their TPACK development; 2) review current models focused on TPACK development; 3) facilitate a discussion on the role content knowledge might have on TPACK development; and 4) outline tangible “next steps” for mathematics educators and researchers.
Citation
Shafer, K. & Mudzimiri, R. (2013). The Role of Mathematical Content Knowledge on TPACK Development in Pre-service Teachers. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4858-4860). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/48898/.
References
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