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Employing Technology-Rich Mathematical Tasks to Develop Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK)
ARTICLE

, , , UNC Charlotte, United States

JCMST Volume 29, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

While technology has potential to improve the teaching and learning of mathematics, research indicates that teachers struggle in their efforts to implement technology-rich mathematical tasks in their classrooms. Effective technology integration in mathematics requires teachers to be able to apply their classroom knowledge related to mathematics content, pedagogies, educational technologies and the interplay between those aspects of knowledge. In recent years, Technological and Pedagogical Content Knowledge (TPACK) has emerged as a construct to describe teachers’ knowledge related to effectively integrating technology. In this paper, we use the framework to consider how professional development programs can develop teachers’ TPACK through the exploration of technology-rich mathematical tasks.

Citation

Polly, D., McGee, J.R. & Sullivan, C. (2010). Employing Technology-Rich Mathematical Tasks to Develop Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK). Journal of Computers in Mathematics and Science Teaching, 29(4), 455-472. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

Cited By

View References & Citations Map
  • Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

    Handal Boris, The University of Notre Dame Australia, Australia; Chris Campbell, The University of Queensland, Australia, Australia; Michael Cavanagh & Peter Petocz, Macquarie University, Australia, Australia; Nick Kelly, The University of Sydney, Australia

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 1 (March 2013) pp. 22–40

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