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The Role of Mathematical Content Knowledge on TPACK Development in Pre-service Teachers
PROCEEDINGS

, Ball State University, United States ; , University of Southern Mississippi, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The overarching question that will be addressed in this roundtable session is “can/should TPACK developmental models be differentiated to account for teachers with varying levels of content knowledge (high or low)?” Our goals are to 1) explain our research and teaching experiences with pre-service teachers who have high and low levels of CK and how this was a contributing factor to their TPACK development; 2) review current models focused on TPACK development; 3) facilitate a discussion on the role content knowledge might have on TPACK development; and 4) outline tangible “next steps” for mathematics educators and researchers.

Citation

Shafer, K. & Mudzimiri, R. (2013). The Role of Mathematical Content Knowledge on TPACK Development in Pre-service Teachers. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4858-4860). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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