Deepening Pre-Service Teachers' Knowledge of Technology, Pedagogy, and Content (TPACK) in an Elementary School Mathematics Methods Course

摘要

This paper presents the findings of a study that examined pre-service teachers' development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused on elementary school mathematics in the United States. Participants included pre-service teachers from 7 sections of the same course. Data sources included a variety of work samples from pre-service teachers. Inductive analysis of the data indicated that pre-service teachers demonstrated varying levels of technological knowledge, but all demonstrated greater gains in their knowledge of mathematics content and pedagogical content knowledge. Implications for the design of pre-service mathematics education courses focused on elementary school mathematics are also shared.