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Mathematics Teacher TPACK Standards and Development Model
Article

, Oregon State University, United States ; , University of Louisville, United States ; , Ball State University, United States ; , University of Dayton, United States ; , Miami University, United States ; , George Mason University, United States ; , Western Michigan University, United States ; , Wayne State University, United States ; , University of South Florida, United States

CITE Journal Volume 9, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

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.

Citation

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: Society for Information Technology & Teacher Education. Retrieved November 12, 2019 from .

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