An individual’s beliefs about a discipline, where knowledge in that discipline comes from, what its basics are, and how one comes to know and justify information within that discipline.
Published in Chapter:
Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching: How Do They Relate to TPACK?
Adem Ekmekci (Rice University, USA), Anne Papakonstantinou (Rice University, USA), Richard Parr (Rice University, USA), and Miten Shah (Rice University, USA)
Copyright: © 2019
|Pages: 23
DOI: 10.4018/978-1-5225-7001-1.ch001
Abstract
Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.