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Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers

Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers

Rachel A. Harrington, Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, Margaret L. Niess
Copyright: © 2019 |Pages: 23
ISBN13: 9781522579182|ISBN10: 1522579184|EISBN13: 9781522579199
DOI: 10.4018/978-1-5225-7918-2.ch016
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MLA

Harrington, Rachel A., et al. "Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers." TPACK: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2019, pp. 324-346. https://doi.org/10.4018/978-1-5225-7918-2.ch016

APA

Harrington, R. A., Driskell, S. O., Johnston, C. J., Browning, C. A., & Niess, M. L. (2019). Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers. In I. Management Association (Ed.), TPACK: Breakthroughs in Research and Practice (pp. 324-346). IGI Global. https://doi.org/10.4018/978-1-5225-7918-2.ch016

Chicago

Harrington, Rachel A., et al. "Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers." In TPACK: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 324-346. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7918-2.ch016

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Abstract

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

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