Integrating technology, pedagogy and content in mathematics education

Handal, Boris and Campbell, Chris and Cavanagh, Michael and Petocz, Peter and Kelly, Nick (2012) Integrating technology, pedagogy and content in mathematics education. Journal of Computers in Mathematics and Science Teaching, 31 (4). pp. 387-413. ISSN 0731-9258

Abstract

The need for appraising the effective integration of technologies into teaching and learning within a disciplinary context is crucial for upholding quality teaching standards in schools and formulating professional development programs. This paper describes the development and validation of an instrument aimed at characterising the integration of technological knowledge in secondary school mathematics teachers. The Technological Pedagogical Content Knowledge (TPACK) framework is used to underpin the development and validation of the questionnaire. The questionnaire consisting of three 10-item scales was administered to a sample of 280 teachers across the state of New South Wales, Australia. The factor analysis undertaken confirms the structural soundness of the instrument in terms of validity and reliability.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to paper due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited: 08 Apr 2014 06:25
Last Modified: 09 Feb 2017 01:14
Uncontrolled Keywords: TPACK; secondary teaching; mathematics
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/24730

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