Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching

Handbook of Research on TPACK in the Digital Age Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-7001-1.CH001

Adem Ekmekci, Anne Papakonstantinou, Richard Parr, Miten Shah

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引用次数: 1

Abstract

Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.

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教师对数学教学的认识、信念与认知

本章对数学教师的技术教学内容知识(TPACK)进行研究，目的是探讨教师的信念(如自我效能感)和数学教学知识(MKT)对其技术教学内容知识水平的预测价值。本研究控制背景变量、性别、种族、证书、经验、数学学位。基于学校等级(K-5、中、高)的两步回归分析结果表明，标准数学教学信念正向预测数学教师的TPACK水平。拥有大学/研究生数学学位对小学五年级和初中教师的TPACK更有预测作用，而MKT对高中教师的TPACK更有预测作用。此外，小学教师的数学自我概念、教学准备和中学教师的数学教学兴趣与其TPACK水平显著相关。讨论了为教师开发TPACK对学区和教师准备计划的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Handbook of Research on TPACK in the Digital Age

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