Preservice Secondary Mathematics Teachers' Technology, Pedagogy, and Content Knowledge Developments: A Study With Teacher Educator as a Role Model

• In Event: Technology, Identity, and Efficacy: Exploring Cross-Disciplinary Perspectives

Abstract

Abstract: This paper investigates the development of secondary pre-service mathematics teachers, in the area of Technology, Pedagogy and Content Knowledge (TPACK), as they were supported by a course with technology and mathematics-specific modeling strategies and the authentic technology-based teaching experiences over one academic year. Results offer six shared themes of change in perspectives across the participants, revealing both the common challenges encountered by the pre-service teachers with mathematics-specific technology, as well as aspects of their knowledge development in relation to the complex intertwinement among content, pedagogy and technology.

Author

• WenYen Huang, SUNY - College at New Paltz