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Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum: The Case of Digital Instructional Materials

Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum: The Case of Digital Instructional Materials

Alden J. Edson, Amanda Thomas
Copyright: © 2019 |Pages: 26
ISBN13: 9781522573050|ISBN10: 1522573054|EISBN13: 9781522573067
DOI: 10.4018/978-1-5225-7305-0.ch076
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MLA

Edson, Alden J., and Amanda Thomas. "Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum: The Case of Digital Instructional Materials." Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1647-1672. https://doi.org/10.4018/978-1-5225-7305-0.ch076

APA

Edson, A. J. & Thomas, A. (2019). Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum: The Case of Digital Instructional Materials. In I. Management Association (Ed.), Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 1647-1672). IGI Global. https://doi.org/10.4018/978-1-5225-7305-0.ch076

Chicago

Edson, Alden J., and Amanda Thomas. "Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum: The Case of Digital Instructional Materials." In Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1647-1672. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7305-0.ch076

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Abstract

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

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