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Adapting technological pedagogical content knowledge framework to teach mathematics

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Abstract

The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge framework. The paper showed how a particular conception of the knowledge required to teach mathematics can be integrated with the technological pedagogical content knowledge framework as the basis for understanding technology integrated mathematics teaching. The resulting framework provides a sharper lens than the generic technological pedagogical content knowledge framework alone and a better understanding of the knowledge required for teachers of mathematics to use technology in their teaching. The study illustrated how the framework may be useful for analysing the knowledge demands of particular mathematics teaching tasks, and for planning appropriate professional development for integrating technology in the teaching of mathematics.

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Acknowledgments

The author acknowledge the contribution of Professor Kim Beswick and Associate Professor Rosemary Callingham to the research reported in this paper.

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Authors and Affiliations

  1. School of Teacher Education and Early Childhood, Faculty of Business, Education, Law and Arts, University of Southern Queensland, Springfield, QLD, 4300, Australia

    Seyum Tekeher Getenet

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  1. Seyum Tekeher Getenet
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Getenet, S.T. Adapting technological pedagogical content knowledge framework to teach mathematics. Educ Inf Technol 22, 2629–2644 (2017). https://doi.org/10.1007/s10639-016-9566-x

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