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

Autor/inn/en	Polly, Drew; McGee, Jennifer R.; Sullivan, Christie
Titel	Employing Technology-Rich Mathematical Tasks to Develop Teachers' Technological, Pedagogical, and Content Knowledge (TPACK)
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 29 (2010) 4, S.455-472 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Mathematics Teachers; Pedagogical Content Knowledge; Faculty Development; Educational Technology; Technology Integration + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Unterrichtsmedien
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. (Contains 1 note, 2 tables, and 2 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10