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Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers

Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers

Rachel A. Harrington, Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, Margaret L. Niess
Copyright: © 2016 |Pages: 22
ISBN13: 9781522501206|ISBN10: 1522501207|EISBN13: 9781522501213
DOI: 10.4018/978-1-5225-0120-6.ch001
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MLA

Harrington, Rachel A., et al. "Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers." Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, edited by Margaret Niess, et al., IGI Global, 2016, pp. 1-22. https://doi.org/10.4018/978-1-5225-0120-6.ch001

APA

Harrington, R. A., Driskell, S. O., Johnston, C. J., Browning, C. A., & Niess, M. L. (2016). Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 1-22). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch001

Chicago

Harrington, Rachel A., et al. "Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, edited by Margaret Niess, Shannon Driskell, and Karen Hollebrands, 1-22. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0120-6.ch001

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Abstract

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

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