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The Influence of Preservice Teachers' Experience and Beliefs Related to Technology Use in Mathematics Class on Their Technology-related Knowledge  

Kim, Somin (University of Georgia)
Publication Information
Journal of the Korean School Mathematics Society / v.19, no.4, 2016 , pp. 459-478 More about this Journal
Abstract
With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers' technological, pedagogical, and content knowledge (TPACK), which are influenced by their beliefs. This study examines how preservice secondary mathematics teachers' experience and beliefs related to technology use in the mathematics classrooms impact their TPACK. The results of this study show that preservice teachers who have more experience using technology and who hold student-centered beliefs towards technology use display higher levels of technology-related knowledge than preservice teachers who have little experience and who hold teacher-centered beliefs. Understanding the relationships between preservice teachers' TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.
Keywords
TPACK; preservice secondary mathematics teachers; teacher beliefs; dynamic geometry environment;
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Times Cited By KSCI : 1  (Citation Analysis)
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