Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships
Somin Kim 1  
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University of Georgia, Mathematics and Science Education, Athens, Georgia, U.S.A.
Publish date: 2018-07-11
EURASIA J. Math., Sci Tech. Ed 2018;14(10):em1590
The purpose of this paper is to examine the relationships between preservice secondary mathematics teachers’ beliefs and knowledge regarding teaching mathematics with technology. By conducting three semi-structured interviews, I investigated four preservice secondary mathematics teachers’ technological, pedagogical, and content knowledge (TPACK) and their beliefs about the nature of mathematics, learning and teaching mathematics, and technology use in the mathematics classroom. The findings of this study suggest that preservice teachers with constructivist-oriented or student-centered beliefs about the nature of mathematics, learning mathematics, and technology use displayed higher levels of mathematical knowledge, pedagogical content knowledge, and technological content knowledge, respectively, than preservice teachers with traditional or teacher-centered beliefs about mathematics, learning, and technology use.
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