Abstract

Teacher knowledge has long been a focus of many educational researchers. Current conceptualizations of teacher knowledge are beginning to reflect the knowledge and skills teachers need to successfully navigate increasingly technologically-rich mathematical classrooms with the addition of knowledge domains such as technological pedagogical content knowledge (TPACK). This article situates TPACK in the mathematics classroom by developing four central components of knowledge necessary for technology-using mathematics teachers. This article concludes by presenting a portrait of effective TPACK in action and posing questions for technology-using teachers to consider as they embark on technology use in support of mathematics instruction. The intent of this article is not to offer a one-size-fits-all solution to the many issues surrounding technology use, but to provide the impetus for discussion and refection among mathematics educators at all levels. (Contains 1 table and 2 figures.)

Citation

Guerrero, S. (2010). Technological Pedagogical Content Knowledge in the Mathematics Classroom. Journal of Digital Learning in Teacher Education, 26(4), 132-139. Retrieved August 10, 2024 from https://www.learntechlib.org/p/55478/.

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Keywords

• Computer Assisted Instruction
• Computer Software
• educational technology
• Guidelines
• Handheld Devices
• Interviews
• Mathematics Instruction
• Mathematics Teachers
• Pedagogical Content Knowledge
• Rural Schools
• Secondary School Teachers
• teaching methods
• technology integration