Preservice Secondary Mathematics Teachers’ Beliefs and TPACK
Abstract: This study examines four preservice secondary mathematics teachers’ beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology, and their technological pedagogical content knowledge (TPACK). For this study, I used Ernest’s (1989) classification of beliefs and Goos, Galbraith, Renshaw, and Geiger’s (2003) perspectives of technology to identify participants’ beliefs. Through a task-based interview (Hollebrands & Smith, 2010) and performance interview based on the TPACK framework (Koehler & Mishra, 2009), I examined participants’ TPACK. The analysis of the results is currently in progress, but preliminary results appear to reveal a possible relationship between participants’ beliefs about the use of technology and their technological content knowledge (TCK).
Presider: Mehmet Ali Ozer, New Mexico State University