Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships
Somin Kim 1 *
More Detail
1 University of Georgia, Mathematics and Science Education, Athens, Georgia, U.S.A.* Corresponding Author


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.


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

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

Publication date: 11 Jul 2018

Article Views: 4826

Article Downloads: 5018

Open Access References How to cite this article