NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1122978
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1492-6156
Relationships between Prospective Middle Grades Mathematics Teachers' Beliefs and TPACK
Smith, Ryan C.; Kim, Somin; McIntyre, Leighton
Canadian Journal of Science, Mathematics and Technology Education, v16 n4 p359-373 2016
As technology become more ubiquitous in the classroom, teachers need to overcome two types of barriers to use it effectively: access to resources (including the development of knowledge) and the development of appropriate beliefs. To assist teachers in overcoming these barriers, we must understand the relationships that exist among them. We examined relationships between middle grade prospective teachers' beliefs and their technology, pedagogy, and content knowledge framework (TPACK). We found possible relationships between their beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology and their content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge, respectively.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A