Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets PROCEEDINGS
Margaret Niess, Oregon State Univ., United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Research is needed to identify professional development for mathematics teachers in their process of learning to integrate spreadsheets as a mathematical learning tool. Technology pedagogical content knowledge (TPCK) describes the way of teachers' thinking characterized as depending on planning, organizing, critiquing and abstracting in ways that integrate technologies such as spreadsheets with specific mathematical content and specific student needs. This program focused on development of knowledge, beliefs and disposition for integrating spreadsheets as mathematical learning tools. In-depth analysis of five teachers' work in the summer program highlights the program impact on their knowledge, beliefs and dispositions with specific attention to their self-efficacy and outcome expectancies for teaching mathematics with spreadsheets. Outcome expectancies appeared connected with their preparation plans for guiding their students learning mathematics with spreadsheets.
Niess, M. (2007). Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2238-2245). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2018 from https://www.learntechlib.org/primary/p/24922/.
© 2007 Association for the Advancement of Computing in Education (AACE)
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Aaron Bruewer & Kathryn Shafer, Ball State University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4285–4290
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