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Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching: How Do They Relate to TPACK?

Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching: How Do They Relate to TPACK?

Adem Ekmekci, Anne Papakonstantinou, Richard Parr, Miten Shah
Copyright: © 2019 |Pages: 23
ISBN13: 9781522570011|ISBN10: 1522570012|EISBN13: 9781522570028
DOI: 10.4018/978-1-5225-7001-1.ch001
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MLA

Ekmekci, Adem, et al. "Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching: How Do They Relate to TPACK?." Handbook of Research on TPACK in the Digital Age, edited by Margaret L. Niess, et al., IGI Global, 2019, pp. 1-23. https://doi.org/10.4018/978-1-5225-7001-1.ch001

APA

Ekmekci, A., Papakonstantinou, A., Parr, R., & Shah, M. (2019). Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching: How Do They Relate to TPACK?. In M. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of Research on TPACK in the Digital Age (pp. 1-23). IGI Global. https://doi.org/10.4018/978-1-5225-7001-1.ch001

Chicago

Ekmekci, Adem, et al. "Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching: How Do They Relate to TPACK?." In Handbook of Research on TPACK in the Digital Age, edited by Margaret L. Niess, Henry Gillow-Wiles, and Charoula Angeli, 1-23. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7001-1.ch001

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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.

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