Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections

Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections

ISBN13: 9781522573050|ISBN10: 1522573054|EISBN13: 9781522573067
DOI: 10.4018/978-1-5225-7305-0.ch073
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MLA

Niess, Margaret L., and Henry Gillow-Wiles. "Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections." Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1577-1606. https://doi.org/10.4018/978-1-5225-7305-0.ch073

APA

Niess, M. L. & Gillow-Wiles, H. (2019). Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections. In I. Management Association (Ed.), Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 1577-1606). IGI Global. https://doi.org/10.4018/978-1-5225-7305-0.ch073

Chicago

Niess, Margaret L., and Henry Gillow-Wiles. "Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections." In Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1577-1606. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7305-0.ch073

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Abstract

As teacher education leverages online instructional environments, an important research focus is how best to re-conceptualize mathematics inservice teacher classroom observations. This chapter proposes an alternative methodology to the structure of traditional observations, where the Scoop Notebook provides a window into mathematics teachers' Technological Pedagogical Content Knowledge (TPACK), specifically their TPACK-of-practice. In this descriptive, cross-case study, a re-designed Scoop process frames teachers' engagement in classroom practices, putting into practice their scholarly formal knowledge and developing in-depth, rich reflections from their classroom actions and artifacts. This study illustrates how embedding the Scoop process into a graduate instructional strategies course as part of a Master's degree curriculum results in engaging teachers in action research where they use artifacts as objects to think with for transforming their TPACK for integrating technologies in teaching mathematics.

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