Developing Secondary Mathematics Preservice Teachers’ Technological Pedagogical and Content Knowledge: Influencing Positive Growth

ID: 31594 Type: Full Paper - Book (submit final version now)
  1. Jeremy Zelkowski, The University of Alabama, United States

Thursday, March 10 4:00-4:30 PM

No presider for this session.

This study focused on discovering aspects of a secondary mathematics teacher education program’s effectiveness at developing Technological Pedagogical Content Knowledge (TPACK) in preservice teachers (PSTs) who rarely used technology in their own K-14 mathematics coursework. Using qualitative research techniques over the course of three consecutive semesters before student teaching, this study revealed preconceived beliefs about teaching mathematics with technology could be influenced through advanced mathematical tasks and rigorously focusing on TPACK development. I give voice to PSTs who made great strides and briefly describe two mathematical lesson tasks found to be influential during the study.

Topic

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