Preservice Secondary Mathematics Teachers’ Beliefs and TPACK PROCEEDING
Somin Kim, University of Georgia, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study examines four preservice secondary mathematics teachers’ beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology, and their technological pedagogical content knowledge (TPACK). For this study, I used Ernest’s (1989) classification of beliefs and Goos, Galbraith, Renshaw, and Geiger’s (2003) perspectives of technology to identify participants’ beliefs. Through a task-based interview (Hollebrands & Smith, 2010) and performance interview based on the TPACK framework (Koehler & Mishra, 2009), I examined participants’ TPACK. The analysis of the results is currently in progress, but preliminary results appear to reveal a possible relationship between participants’ beliefs about the use of technology and their technological content knowledge (TCK).
Kim, S. (2016). Preservice Secondary Mathematics Teachers’ Beliefs and TPACK. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2528-2530). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2017 from https://www.learntechlib.org/p/172052/.
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