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

Somin Kim

doi:10.29333/ejmste/93179

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Somin Kim ¹ ^*

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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

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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

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

Publication date: 11 Jul 2018

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Article Downloads: 5248

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How to cite this article

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

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

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