Yigit, M. (2014). A review of the literature: How pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35. https://www.ijemst.net/index.php/ijemst/article/view/9 Abstract: “In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service…
Comments closedTag: mathematics teachers
Övez, F. T. D., & Akyüz, G. (2013). İlköğretim matematik öğretmeni adaylarının teknolojik pedagojik alan bilgisi yapılarının modellenmesi. [Modelling technological pedagogical content knowledge constructs of preservice elementary mathematics teachers.] Eğitim Ve Bilim, 38(170), 321-334. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2156 Abstract: “The aim of this study is to test the validity and reliability of the…
Comments closedXiang, K., & Ning, L. (2014). Evaluating Chinese preservice mathematics teachers’ knowledge of integrating technology in teaching. Journal of Mathematics Education, 7(1), 48-58. http://educationforatoz.com/images/2014-Article_4-_Kun_Xiang_Lianhua_Ning.pdf Abstract: “This study investigates the profile of Chinese preservice mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) through a sample of 106 people. An adapted scale was…
Comments closedLyublinskaya, I., & Tournaki, N. (2014). Preparing special education teachers to teach mathematics and science with technology: A study of teachers’ surveys and lesson plans. In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education 2014 (pp. 19-26). AACE. Abstract: “This study focuses on the development…
Comments closedSundberg, M. (2015). A study of mathematics teachers’ conceptions of their own knowledge of technological pedagogical content knowledge (TPACK). In C. Bernack-Schüler, R. Erens, T. Leuders, & A. Eichler (Eds.), Views and beliefs in mathematics education (pp. 159–169). Springer. Abstract: “In this study, a sample of mathematics teachers at upper…
Comments closedStoilescu, D. (2015). A critical examination of the technological pedagogical content knowledge framework: Secondary school mathematics teachers integrating technology. Journal of Educational Computing Research, 52(4), 514- 547. https://doi.org/10.1177/0735633115572285 Abstract: “This study explores the Technological Pedagogical Content Knowledge (TPACK) for three experienced mathematics secondary teachers from a Toronto public school. By…
Comments closedNyikahadzoyi, M. R. (2015). Teachers’ knowledge of the concept of a function: A theoretical framework. International Journal of Science and Mathematics Education, 13(2), 261-283. http://doi.org/10.1007/s10763-013-9486-9 Abstract: “In order to teach mathematics effectively, mathematics teachers need to have a sound mathematical knowledge, but what constitutes sound mathematical knowledge for teaching is…
Comments closedHarr, N., Eichler, A., & Renkl, A. (2014). Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics. Frontiers in Psychology, 5, 924. https://doi.org/10.3389/fpsyg.2014.00924 Abstract: “In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being…
Comments closed