Technological pedagogical content knowledge in the mathematics classroom

Research output: Contribution to journalArticle

30 Scopus citations

Abstract

Teacher knowledge has long been a focus of many educational researchers. Current conceptualizations of teacher knowledge are beginning to reflect the knowledge and skills teachers need to successfully navigate increasingly technologically-rich mathematical classrooms with the addition of knowledge domains such as technological pedagogical content knowledge (TPACK). This article situates TPACK in the mathematics classroom by developing four central components of knowledge necessary for technology using mathematics teachers. This article concludes by presenting a portrait of effective TPACK in action and posing questions for technology-using teachers to consider as they embark on technology use in support of mathematics instruction. The intent of this article is not to offer a one-size-fits-all solution to the many issues surrounding technology use, but to provide the impetus for discussion and reflection among mathematics educators at all levels.

Original languageEnglish (US)
Pages (from-to)132-139
Number of pages8
JournalJournal of Digital Learning in Teacher Education
Volume26
Issue number4
DOIs
StatePublished - Jan 1 2010

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Keywords

  • Mathematics
  • Teacher knowledge
  • Technology
  • TPACK

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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