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Technological Pedagogical Content Knowledge: Pre-service Teachers’ Perception and Beliefs in Mathematics
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, Southern Illinois University, United States ; , Jackson State University, United States ; , Indiana State University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study focuses on elementary pre-service teachers’ content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge of linear and quadratic equations. The relationships among Technological Pedagogical Content Knowledge (TPACK) sub-scales and the effect of demographic variables on TPACK were examined. Participants included 79 pre-service from two mathematical courses, the content course and the methods course. Data were collected using a paper-based survey, and analyzed through quantitative techniques. Results indicated that pre-service teachers in the teacher education program had better pedagogical knowledge than those in the university core program. The five sub-scales of the algebra content were significantly correlated with each other. Levels of technology skills had a significant impact on pre-service teachers’ technology knowledge, technological content knowledge and TPACK.

Citation

Lin, C.Y., Kuo, Y.C. & Ko, Y.Y. (2014). Technological Pedagogical Content Knowledge: Pre-service Teachers’ Perception and Beliefs in Mathematics. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1422-1431). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2019 from .

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