Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets

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Niess, M. (2007). Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2238-2245). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24922.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Margaret Niess, Oregon State Univ., United States

Abstract

Research is needed to identify professional development for mathematics teachers in their process of learning to integrate spreadsheets as a mathematical learning tool. Technology pedagogical content knowledge (TPCK) describes the way of teachers' thinking characterized as depending on planning, organizing, critiquing and abstracting in ways that integrate technologies such as spreadsheets with specific mathematical content and specific student needs. This program focused on development of knowledge, beliefs and disposition for integrating spreadsheets as mathematical learning tools. In-depth analysis of five teachers' work in the summer program highlights the program impact on their knowledge, beliefs and dispositions with specific attention to their self-efficacy and outcome expectancies for teaching mathematics with spreadsheets. Outcome expectancies appeared connected with their preparation plans for guiding their students learning mathematics with spreadsheets.

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