{"id":1686,"date":"2021-11-15T21:18:06","date_gmt":"2021-11-16T02:18:06","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1686"},"modified":"2021-11-15T21:18:06","modified_gmt":"2021-11-16T02:18:06","slug":"1686","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1686","title":{"rendered":""},"content":{"rendered":"\n<p>Lovett, J. N., Dick, L. K., McCullough, A. W., Sherman, M. F., Edgington, C., Wanner, C. A., &amp;\u00a0Reed, S. D. (2019). Eliciting pre-service secondary mathematics teachers\u2019 technological\u00a0pedagogical function knowledge. In M. L. Niess, H. Gillow-Wiles, &amp; C. Angeli (Eds.),\u00a0<em>Handbook of research on TPACK in the digital age<\/em>\u00a0(pp. 365\u2013389). <a href=\"https:\/\/doi.org\/10.4018\/978-1-5225-7001-1.ch017\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.4018\/978-1-5225-7001-1.ch017<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>\u201cThe purpose of this study was to examine the evidence of technological pedagogical function knowledge that preservice secondary mathematics teachers (PSMTs) exhibited through engaging in a module in which they examine artifacts of students&#8217; mathematical thinking with technology. Three cases are presented to describe the evidence of technological pedagogical function knowledge that was elicited through engagement with the module. Findings show that the module was successful in eliciting PSMTs&#8217; function knowledge, technological function knowledge, and technological pedagogical function knowledge. Differences in the manners in which these knowledges were elicited are discussed and implications for teachers of PSMTs are shared.\u201d<\/p>\n\n\n\n<p><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lovett, J. N., Dick, L. K., McCullough, A. W., Sherman, M. F., Edgington, C., Wanner, C. A., &amp;\u00a0Reed, S. D. (2019). Eliciting pre-service secondary mathematics teachers\u2019 technological\u00a0pedagogical function knowledge. In M. L. Niess, H. Gillow-Wiles, &amp; C. Angeli (Eds.),\u00a0Handbook of research on TPACK in the digital age\u00a0(pp. 365\u2013389). https:\/\/doi.org\/10.4018\/978-1-5225-7001-1.ch017 Abstract:&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1686\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[387,499,504,513],"coauthors":[2301],"class_list":["post-1686","post","type-post","status-publish","format-standard","hentry","category-book-chapter","tag-psmts","tag-mathematics-teachers","tag-secondary-school","tag-preservice-teachers","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1686","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1686"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1686\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1686"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1686"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1686"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1686"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}