Building Knowledge for Technology Integration in Learning to Teach Secondary School Mathematics

Abstract

Teachers' knowledge for teaching mathematics in secondary school is incomplete without the inclusion of knowledge of technology integration in teaching. Developing technology pedagogical content knowledge (TPACK) of pre-service teachers is essential in teacher preparation programs because PSTs gain knowledge of how to use technology in mathematics teaching before beginning their practice. This study investigates how preservice mathematics teachers' TPACK emerges during the secondary mathematics methods and field-based courses. The instructors supported the growth of PSTs' knowledge for teaching secondary mathematics and integrating technology in the method courses. The evidence of TPACK knowledge included data from lesson plans and lesson reflections, technology presentations, and semi-structured exit interviews through content analysis. Recommendations for policy and practice are elaborated.