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Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers

Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers
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Author(s): Rachel A. Harrington (Western Oregon University, USA), Shannon O. Driskell (University of Dayton, USA), Christopher J. Johnston (American Institutes for Research, USA), Christine A. Browning (Western Michigan University, USA) and Margaret L. Niess (Oregon State University, USA)
Copyright: 2016
Pages: 22
Source title: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Source Author(s)/Editor(s): Margaret Niess (Oregon State University, USA), Shannon Driskell (University of Dayton, USA) and Karen Hollebrands (North Carolina State University, USA)
DOI: 10.4018/978-1-5225-0120-6.ch001

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Abstract

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

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