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Re-Thinking Pre-Service Mathematics Teachers Preparation: Developing Technological, Pedagogical, and Content Knowledge (TPACK)

Re-Thinking Pre-Service Mathematics Teachers Preparation: Developing Technological, Pedagogical, and Content Knowledge (TPACK)
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Author(s): Margaret L. Niess (Oregon State University, USA)
Copyright: 2012
Pages: 21
Source title: Developing Technology-Rich Teacher Education Programs: Key Issues
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Clif Mims (University of Memphis, USA) and Kay A. Persichitte (University of Wyoming, USA)
DOI: 10.4018/978-1-4666-0014-0.ch021

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Abstract

Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and content knowledge (TPACK) is the knowledge that teachers rely on for teaching content with appropriate digital technologies. What preparation do mathematics teachers need in order to develop this knowledge needed for integrating appropriate digital technologies as teaching and learning tools? The challenges of understanding TPACK and identifying appropriate educational programs for pre-service mathematics teachers call for thoughtful attention toward the development of the knowledge, skills, and dispositions that support the dynamic nature embedded within the TPACK construct. The design of appropriate pre-service teacher learning trajectories for developing a rigorous TPACK emphasizes that both how and where they learn to teach mathematics are fundamental to what is learned about teaching and learning mathematics. Redesign ideas and models support re-thinking and re-designing pre-service mathematics teacher preparation programs.

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