Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships

Somin Kim

doi:10.29333/ejmste/93179

Full Text (PDF)

Somin Kim ¹ ^*

More Detail

¹ University of Georgia, Mathematics and Science Education, Athens, Georgia, U.S.A.
^* Corresponding Author

Abstract

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.

Keywords

dynamic geometry
preservice secondary mathematics teachers
teacher beliefs
technological pedagogical content knowledge

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/93179

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 10, Article No: em1590

Publication date: 11 Jul 2018

Article Views: 1143

Article Downloads: 913

Open Access References How to cite this article

References

Abbitt, J. T. (2011a). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. https://doi.org/10.1080/21532974.2011.10784670.
Abbitt, J. T. (2011b). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300. https://doi.org/10.1080/15391523.2011.10782573.
Amado, N., & Carreira, S. (2006). The student teacher and the others: Multi membership of the process of introducing technology in the classroom. In H. Moraová, J. Novotná, M. Krátká, & N. Stehliková (Eds.), Proceedings of the 30th conference of the international group for the psychology of mathematics education (Vol. 2, pp. 33–40). Prague, Czech Republic: PME.
Best, J. W., & Kahn, J. V. (2006). Research in education. London: Pearson Education Inc.
Chai, C. S., Chin, C. K., Koh, Ling, J. H. & Tan, C.L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researcher, 22(4), 657-666. https://doi.org/10.1007/s40299-013-0071-3.
Choy, D., Wong, A. F., & Gao, P. (2009). Student teachers’ intentions and actions on integrating technology into their classrooms during student teachings: A Singapore study. Journal of Research on Technology in Education, 42(2), 175-195. https://doi.org/10.1080/15391523.2009.10782546.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.
Crompton, H. (2015). Pre-service teachers’ developing technological pedagogical content knowledge (TPACK) and beliefs on the use of technology in the K-12 mathematics classroom: A review of the literature. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge (pp. 239-250). New York, NY: Springer. https://doi.org/10.1007/978-1-4899-8080-9_12.
Culp, K. M., Honey, M., & Mandinach, E. (2005). A retrospective on twenty years of educational technology policy. Journal of Educational Computing Research, 32(3), 279–307. https://doi.org/10.2190/7W71-QVT2-PAP2-UDX7.
Drageset, O. G. (2010). The interplay between the beliefs and the knowledge of mathematics teachers. Mathematics Teacher Education and Development, 12(1), 30-49.
Ernest, P. (1989a). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249-254). London, The United Kingdom: Falmer Press.
Ernest, P. (1989b). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33. https://doi.org/10.1080/0260747890150102.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational technology research and development, 53(4), 25-39. https://doi.org/10.1007/BF02504683.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001.
Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (vol. 31, pp. 39–57). Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/0-306-47958-3_3.
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior, 22(1), 73-89. https://doi.org/10.1016/S0732-3123(03)00005-1.
Green, T. F. (1971). The activities of teaching. New York, NY: McGraw-Hill.
Gure, G. S. (2015). Different scale construction approaches used to attitude measurement in social science research. International Journal of Research in Economics and Social Sciences, 5(1), 26-44.
Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.), Research highlights in technology and teacher education 2010 (pp. 323-331). Chesapeake, VA: Society for Information Technology and Teacher Education.
Hollebrands, K. F. & Smith, R. C. (2010, January). Assessing prospective secondary teachers’ knowledge of geometry, technology, and pedagogy. In K.F. Hollebrands (Chair), Methods and purposes for assessing high school teachers’ knowledge of geometry. Symposium conducted at the annual conference of the Association of Mathematics Teacher Educators. Irvine, CA.
Jackiw, N. (2009). The Geometer’s Sketchpad (Version 5) [Software]. Retrieved from http://www.keypress.com/x24795.xml.
Jonassen, D. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35(3), 362–382. https://doi.org/10.1080/15391523.2003.10782391.
Kaiser, G., & Vollstedt, M. (2007). Teachers’ views on effective mathematics teaching: Commentaries from a European perspective. ZDM, 39(4), 341-348. https://doi.org/10.1007/s11858-007-0036-1.
Kay, R. H., & Knaack, L. (2005). A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy and Education, 14(3), 391–412. https://doi.org/10.1080/14759390500200213.
Kim, C. M., Kim, M. K., Lee, C. J., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. https://doi.org/10.1016/j.tate.2012.08.005.
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Delhi, India: New Age International Publishers.
Landry, G. A. (2010). Creating and validating an instrument to measure middle school mathematics teachers’ technological pedagogical content knowledge (TPACK) (Doctoral dissertation). University of Tennessee, 2010. Retrieved from http://trace.tennessee.edu/utk_graddiss/720.
Leatham, K. R. (2006). Viewing mathematics teachers’ beliefs as sensible systems. Journal of Mathematics Teacher Education, 9(1), 91-102. https://doi.org/10.1007/s10857-006-9006-8.
Liljedahl, P., Rolka, K., & Rösken, B. (2007). Affecting affect: The reeducation of preservice teachers’ beliefs about mathematics and mathematics teaching and learning. In W. G. Martin, M. E. Strutchens, & P. C. Elliott (Eds.), The learning of mathematics. Sixty-ninth yearbook of the National Council of Teachers of Mathematics (pp. 319–330). Reston, VA: National Council of Teachers of Mathematics.
Messina, L., & Tabone, S. (2015). Technology proficiency, TPACK and beliefs about technology: A survey with primary school student teachers. Research on education and media, 5(1), 11-30.
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
Morton, B. L. (2013). Tracing growth of teachers’ classroom interactions with representations of functions in the connected classroom (Doctoral dissertation). Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1373903545.
Mudzimiri, R. (2010). Developing TPACK in pre-service secondary mathematics teachers through integration of methods and modeling courses: Results of a pilot study. In D. Gibson & B. Dodge (Eds.), Proceedings of society for information technology & teacher education international conference (pp. 3485–3490). Chesapeake, VA: AACE.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and teacher education, 21(5), 509-523. https://doi.org/10.1016/j.tate.2005.03.006.
Niess, M. L. (2015). Transforming teachers’ knowledge: Learning trajectories for advancing teacher education for teaching with technology. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 19-37). New York, NY: Springer. https://doi.org/10.1007/978-1-4899-8080-9_2.
Nzuki, F. M. (2010). Exploring the nexus of African American students’ identity and mathematics achievement. Journal of Urban Mathematics Education, 3(2), 77-115.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335. https://doi.org/10.1016/j.compedu.2010.06.002.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307.
Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439. https://doi.org/10.1111/j.1365-2729.2011.00447.x.
Pehkonen, E., & Pietilä, A. (2003). On relationships between beliefs and knowledge in mathematics education. In M. A. Mariotti (Ed.), Proceedings of the CERME-3 (Bellaria) meeting (pp. 1-8). Retrieved from http://www.dm.unipi.it/~didattica/CERME3/draft/proceedings_draft/TG2_draft.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870. https://doi.org/10.1016/j.tate.2009.10.024.
Project Tomorrow. (2008). 21st century learners deserve a 21st century education: Selected national findings of the Speak up 2007 survey. Retrieved from http://www.tomorrow.org/speakup/pdfs/National%20Findings%20Speak%20Up%202007.pdf.
Project Tomorrow. (2011). The new 3 E’s of education: Enabled, engaged, empowered-how today’s educators are advancing a new vision for teaching and learning. Speak Up 2010 National Findings. Retrieved from http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation_Educators.pdf.
Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576. https://doi.org/10.2307/749691.
Richardson, V. (2003). Preservice teachers’ beliefs. Teacher beliefs and classroom performance: The impact of teacher education, 6, 1-22.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004.
Singletary, L. M. (2012). Mathematical connections made in practice: An examination of teachers’ beliefs and practices (Unpublished doctoral dissertation). University of Georgia, Athens, GA.
Smith, R. C., Kim, S., & McIntyre, L. (2016). Relationships between prospective middle grades mathematics teachers’ beliefs and TPACK. Canadian Journal of Science, Mathematics and Technology Education, 16(4), 359-373. https://doi.org/10.1080/14926156.2016.1189624.
So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. https://doi.org/10.14742/ajet.1183.
Stake, R. E. (2006). Multiple case study analysis. New York: Guilford.
Thagard, P. (2000). Coherence in thought and action. Cambridge, MA: MIT Press.
Turner, P., & Chauvot, J. (1995). Teaching with technology: Two preservice teachers’ beliefs. In G. M. Millsaps (Ed.), Proceedings of the Seventeenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 115-121). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Yin, R. (1984). Case Study Research. Beverly Hills, CA, U.S.A.: Sage Publications.
Zakaria, E., & Musiran, N. (2010). Beliefs about the nature of mathematics, mathematics teaching and learning among trainee teachers. The Social Sciences, 5(4), 346-351. https://doi.org/10.3923/sscience.2010.346.351.

How to cite this article

Vancouver

Kim S. Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships. EURASIA J Math Sci Tech Ed. 2018;14(10):em1590. https://doi.org/10.29333/ejmste/93179

APA

Kim, S. (2018). Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1590. https://doi.org/10.29333/ejmste/93179

AMA

Kim S. Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships. EURASIA J Math Sci Tech Ed. 2018;14(10), em1590. https://doi.org/10.29333/ejmste/93179

Chicago

Kim, Somin. "Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 10 (2018): em1590. https://doi.org/10.29333/ejmste/93179

Harvard

Kim, S. (2018). Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1590. https://doi.org/10.29333/ejmste/93179

MLA

Kim, Somin "Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 10, 2018, em1590. https://doi.org/10.29333/ejmste/93179