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Mathematics Teacher Educators' TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs
Abstract
In this chapter, two Mathematics Teacher Educators (MTEs) describe a study that examined the ways that they drew upon their knowledge domains, grounded in the TPACK framework and the Mathematical Knowledge for Teaching (MKT) framework, to design and utilize online discussion blogs as instructional tools to enhance preservice elementary teachers' learning of geometry and measurement. The findings indicate that more attention is warranted on the interrelationships between TPACK and MKT knowledge domains, specifically when MTEs engage in collaborative planning. This work is significant because it illuminates the need for further coding granularity consideration driven by the complexities resident in the construct of Pedagogical Content Knowledge, when analyzing MTEs' engagement with mathematics activities that use technology.
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