Transforming Mathematics Teacher Education in the Digital Age a Course that can be applied to a Covid Semester: Transforming Teaching and Pedagogical Practices within an Online Preservice Constructivist Mathematics Content and Technology Course

Virtual ID: 58289
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    Maria Mitchell
    Central Connecticut State University, New Britain, CT

Abstract: The present study focuses on the development of Technological Pedagogical Content Knowledge (TPACK) in mathematics for pre-service elementary mathematics teachers via one content course entitled Math Through Computers. This course is a mathematics content course that provides an introduction to a variety of strategies and techniques for using digital technology in teaching concepts in mathematics using the NCTM, ISTE and Common Core State Standards. In addition, the course was designed to include many of the competencies from the Teacher Technology Competencies (Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. , 2017). A pre/ post survey was given and adapted from Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers (Schmidt, D.A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). In addition, The TPACK Levels Rubric developed by Lyublinskaya and Tournaki (2011) was adapted to assess participants’ four lesson plans created as part of the required course work. The study used the lessons developed at the beginning and at the end of the semester. Descriptive Statistics revealed that upon completion of the course requirements, the participants’ TPACK scores increased slightly between lesson plan 1 and 4.

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