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Developing TPACK in Elementary Mathematics Education: A Framework to Design Activities With Pre-Service Teachers

Developing TPACK in Elementary Mathematics Education: A Framework to Design Activities With Pre-Service Teachers

Paul Woo Dong Yu, John Golden
Copyright: © 2019 |Pages: 22
ISBN13: 9781522570011|ISBN10: 1522570012|EISBN13: 9781522570028
DOI: 10.4018/978-1-5225-7001-1.ch003
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MLA

Yu, Paul Woo Dong, and John Golden. "Developing TPACK in Elementary Mathematics Education: A Framework to Design Activities With Pre-Service Teachers." Handbook of Research on TPACK in the Digital Age, edited by Margaret L. Niess, et al., IGI Global, 2019, pp. 47-68. https://doi.org/10.4018/978-1-5225-7001-1.ch003

APA

Yu, P. W. & Golden, J. (2019). Developing TPACK in Elementary Mathematics Education: A Framework to Design Activities With Pre-Service Teachers. In M. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of Research on TPACK in the Digital Age (pp. 47-68). IGI Global. https://doi.org/10.4018/978-1-5225-7001-1.ch003

Chicago

Yu, Paul Woo Dong, and John Golden. "Developing TPACK in Elementary Mathematics Education: A Framework to Design Activities With Pre-Service Teachers." In Handbook of Research on TPACK in the Digital Age, edited by Margaret L. Niess, Henry Gillow-Wiles, and Charoula Angeli, 47-68. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7001-1.ch003

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Abstract

Two case stories are given of how technological pedagogical content knowledge (TPACK) is developed in a first semester undergraduate pre-service elementary mathematics education course. The theoretical frameworks that guided the design and implementation of technology-based mathematics lessons are discussed, including both TPACK and the substitution, augmentation, modification, redefinition (SAMR) framework. Then the authors describe specific activities intended to develop TPACK, the motivation and implementation for these activities, and excerpts of pre-service teachers' survey results, comments, and reflections about learning elementary mathematics in these courses. The contrast between the courses is focused technology use during one unit with opportunity to teach elementary lessons with the same technology, and pervasive use of technology throughout the other but no opportunity to use the technology with elementary learners. The chapter concludes with a discussion of the implications and issues that have presented themselves in this action research experience.

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