Quick Polls as Evidence of Technological, Pedagogical, and Content Knowledge of Middle School Mathematics Teachers

• In Event: 25.050 - Middle-Level Teacher Development: Learning, Practice, and Enactment

Abstract

A study was conducted with three middle school mathematics teachers to discover how Quick Poll questions presented to students via the TI NavigatorTM system informs us of their personal technological, pedagogical, and content knowledge. Rubrics were used to score videos of two lessons per teacher on pedagogical indicators (questioning, academic feedback, and each question’s alignment with the objective) and the teacher’s content knowledge. Excerpts of the teachers’ instruction and students’ questions and comments made in the classroom were documented to substantiate the scores and were analyzed in-depth. Although the teachers had support from experts in technological, pedagogical, and content knowledge throughout the school year, there appears to be a lack of development in understanding the relationship between these three areas.

Authors

• Shirley M. Matteson, Texas Tech University

• Sonya Ellouise Sherrod, Texas Tech University

• S. Ceyhun Cetin, Texas Tech University