Welcome to the InfoSci Platform
Mathematics Teacher Educators' TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs

Mathematics Teacher Educators' TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs

Anne Marie S. Marshall, Kadian M. Callahan
Copyright: © 2016 |Pages: 28
ISBN13: 9781522501206|ISBN10: 1522501207|EISBN13: 9781522501213
DOI: 10.4018/978-1-5225-0120-6.ch014
Cite Chapter Cite Chapter

MLA

Marshall, Anne Marie S., and Kadian M. Callahan. "Mathematics Teacher Educators' TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs." Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, edited by Margaret Niess, et al., IGI Global, 2016, pp. 353-380. https://doi.org/10.4018/978-1-5225-0120-6.ch014

APA

Marshall, A. M. & Callahan, K. M. (2016). Mathematics Teacher Educators' TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 353-380). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch014

Chicago

Marshall, Anne Marie S., and Kadian M. Callahan. "Mathematics Teacher Educators' TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, edited by Margaret Niess, Shannon Driskell, and Karen Hollebrands, 353-380. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0120-6.ch014

Export Reference

Mendeley
Favorite

Abstract

In this chapter, two Mathematics Teacher Educators (MTEs) describe a study that examined the ways that they drew upon their knowledge domains, grounded in the TPACK framework and the Mathematical Knowledge for Teaching (MKT) framework, to design and utilize online discussion blogs as instructional tools to enhance preservice elementary teachers' learning of geometry and measurement. The findings indicate that more attention is warranted on the interrelationships between TPACK and MKT knowledge domains, specifically when MTEs engage in collaborative planning. This work is significant because it illuminates the need for further coding granularity consideration driven by the complexities resident in the construct of Pedagogical Content Knowledge, when analyzing MTEs' engagement with mathematics activities that use technology.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.