Eliciting Pre-Service Secondary Mathematics Teachers' Technological Pedagogical Function Knowledge
Document Type
Contribution to Book
Source Publication
Handbook of Research on TPACK in the Digital Age
Link to Published Version
https://www.igi-global.com/gateway/book/201941
Publication Date
2019
Editor
Margaret L. Niess, Henry Gillow-Wiles, and Charoula Angeli
Publisher
IGI Global
City
Hershey, Pennsylvania
ISBN
9781522570028
First Page
365
Last Page
389
Department
Mathematics
Description
The purpose of this study was to examine the evidence of technological pedagogical function knowledge that preservice secondary mathematics teachers (PSMTs) exhibited through engaging in a module in which they examine artifacts of students' mathematical thinking with technology. Three cases are presented to describe the evidence of technological pedagogical function knowledge that was elicited through engagement with the module. Findings show that the module was successful in eliciting PSMTs' function knowledge, technological function knowledge, and technological pedagogical function knowledge. Differences in the manners in which these knowledges were elicited are discussed and implications for teachers of PSMTs are shared.
Recommended Citation
Lovett, Jennifer N.; Dick, Lara K.; McCulloch, Allison W.; Sherman, Milan F.; Edgington, Cyndi; Wanner, Cecilia Anne; and Reed, Samuel D., "Eliciting Pre-Service Secondary Mathematics Teachers' Technological Pedagogical Function Knowledge" (2019). Faculty Contributions to Books. 172.
https://digitalcommons.bucknell.edu/fac_books/172