Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

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dc.contributor.authorRakes, Christopher
dc.contributor.authorStites, Michele
dc.contributor.authorRonau, Robert N.
dc.contributor.authorBush, Sarah B.
dc.contributor.authorFisher, Molly H.
dc.contributor.authorSafi, Farshid
dc.contributor.authorDesai, Siddhi
dc.contributor.authorSchmidt, Ashley
dc.contributor.authorAndreasen, Janet B.
dc.contributor.authorSaderholm, Jon
dc.contributor.authorAmick, Lisa
dc.contributor.authorMohr-Schroeder, Margaret J.
dc.contributor.authorViera, Julian
dc.date.accessioned2022-03-15T15:42:00Z
dc.date.available2022-03-15T15:42:00Z
dc.date.issued2022-02-18
dc.description.abstractThis paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP²) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP² results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP² was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.en_US
dc.description.sponsorshipThis research was funded by the National Science Foundation, grant numbers 2013250, 2013397, 2013266, 2013256.en_US
dc.description.urihttps://www.mdpi.com/2227-7102/12/2/133en_US
dc.format.extent16 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2iasj-t20h
dc.identifier.citationRakes, Christopher R., Michele L. Stites, Robert N. Ronau, Sarah B. Bush, Molly H. Fisher, Farshid Safi, Siddhi Desai, Ashley Schmidt, Janet B. Andreasen, Jon Saderholm, Lisa Amick, Margaret J. Mohr-Schroeder, and Julian Viera. 2022. "Teaching Mathematics with Technology: TPACK and Effective Teaching Practices" Education Sciences 12, no. 2: 133. https://doi.org/10.3390/educsci12020133en_US
dc.identifier.urihttps://doi.org/10.3390/educsci12020133
dc.identifier.urihttp://hdl.handle.net/11603/24389
dc.language.isoen_USen_US
dc.publisherMDPIen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.titleTeaching Mathematics with Technology: TPACK and Effective Teaching Practicesen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0003-0378-9388en_US
dcterms.creatorhttps://orcid.org/0000-0003-0343-4595en_US

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