Developing TPACK Alongside Professional Vision of Teaching Mathematics with Technology [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Harper, Suzanne R.; Cox, Dana C.
Titel	Developing TPACK Alongside Professional Vision of Teaching Mathematics with Technology [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Technology Integration; Mathematics Instruction; Problem Solving; Preservice Teacher Education; Technological Literacy; Pedagogical Content Knowledge; Secondary School Mathematics; Reflection; Pretests Posttests; Surveys; Student Attitudes; Qualitative Research; Statistical Analysis; Ohio + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Problemlösen; Lehramtsstudiengang; Lehrerausbildung; Technisches Wissen; Pädagogische Kompetenz; Survey; Umfrage; Befragung; Schülerverhalten; Qualitative Forschung; Statistische Analyse
Abstract	This study questions the extent to which a course in Mathematical Problem Solving with Technology was developing TPACK in mathematics preservice teachers. In order to measure the development of TPACK, both quantitative and qualitative data were collected. Preliminary findings are promising. Preservice teachers developed a vision of technology use in the classroom that better aligned with the vision outlined in the NCTM Technology Principle. Students reported they had sufficient opportunities to work with different technologies throughout the course. Moreover, students reported they could choose technologies that enhance the mathematics for a lesson. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01