TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

Nathan Borchelt (Western Carolina University, USA), Axelle Faughn (Western Carolina University, USA), Kathy Jaqua (Western Carolina University, USA) and Kate Best (Western Carolina University, USA)
DOI: 10.4018/978-1-4666-4086-3.ch024
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Abstract

Implementation of the Common Core State Standards in Mathematics has provided teacher educators a great opportunity to reexamine whether teacher preparation programs adequately provide the experiences to develop the base of knowledge and 21st century skills necessary to be effective teachers. The Mathematics TPACK Framework provides a roadmap for a series of pathways to integrate three knowledge components that are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. In this chapter, the authors examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy that are relevant to the teaching and learning of mathematics through the lens of implementing the Common Core State Standards.
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Introduction

When examining the components of a teacher preparation program, one of the most pressing implications for practice is a need for meaningful experiences for teacher candidates similar to those provided through in-service professional development. Teacher candidates must be prepared to establish learning environments that emphasize 21st century skills.

People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media, and technology (Partnership for 21st Century Skills, Information, Media, and Technology Skills, 2011).

To that effect, technology should be an integral part of teacher candidates’ experiences learning mathematics, or else they may not value the benefits of technology integration. They must also understand what the Common Core State Standards in Mathematics say about students’ experiences with digital technologies in order to meet professional standards used to evaluate teachers.

Technology is valuable in leveraging and enhancing classroom experiences for students which promote mathematical reasoning and sense making (Dick & Hollebrands, 2011). In this chapter, we examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy which are relevant to the teaching and learning of mathematics. The Mathematics Technological Pedagogical and Content Knowledge (TPACK) Framework (Mishra & Koehler, 2006; Koehler & Mishra, 2008; 2009; Association of Mathematics Teacher Educators (AMTE), 2009) provides a roadmap for a series of pathways to integrate three knowledge components, which are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. We argue the necessity of moving teacher candidates through these pathways to help them promote in their students the types of mathematical practices described in the Common Core documents (Common Core State Standards Initiative (CCSSI), 2010).

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