Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework

Getenet, Seyum Tekeher and Beswick, Kim and Callingham, Rosemary (2015) Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework. In: 2015 Annual Conference for the Psychology of Mathematics Education Mathematics Education: Climbing Mountains, Building Bridges (PME 39): , 13-18 July 2015, Hobart, Australia.

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Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework is increasingly in use by educational technology researchers. The framework provides a generic description of the knowledge requirements for teachers using technology in all subjects. This paper describes the development of a mathematics specific version of the TPACK framework. We show how a particular conception of the knowledge required to teach mathematics can be integrated with the TPACK framework as the basis for understanding technology integrated mathematics teaching. The resulting framework provides a sharper lens than the generic TPACK framework alone and a better understanding of the knowledge required to use technology in teaching mathematics.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author retains copyright. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 24 May 2016 06:04
Last Modified: 05 Jul 2016 04:17
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/27971

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