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ERIC Number: EJ1376181
Record Type: Journal
Publication Date: 2023
Pages: 20
Abstractor: As Provided
EISSN: EISSN-1940-4476
Connections between Prospective Middle-Grades Mathematics Teachers' Technology-Enhanced Specialized Content Knowledge and Beliefs
Zambak, Vecihi S.; Tyminski, Andrew M.
RMLE Online: Research in Middle Level Education, v46 n1 2023
The authors explore the influence of instructional technologies on teachers' subject-matter knowledge as well as how this knowledge is mediated by context, experience, and beliefs about teaching, mathematics, and technology. This study examined how four pre-service middle grades mathematics teachers' (PSTs) beliefs about teaching, mathematics, and technology influenced their subject matter knowledge specific to the teaching profession (i.e, specialized content knowledge [SCK]). Embedded-unit single case study analysis revealed that PSTs' different beliefs about teaching, mathematics, and technology indicated various impacts of the use of dynamic geometry software on their SCK. PSTs who viewed teaching mathematics with technology as an effective pedagogical decision to support students' understanding and self-discovery of their subject matter knowledge demonstrated more dynamic SCK with dynamic geometry software. The authors discuss interconnections between PSTs' beliefs and knowledge and share implications for technology-enhanced teacher education of middle grades mathematics teachers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A