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Pre-service Teachers’ Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom: A Review of the Literature

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Technological Pedagogical Content Knowledge

Abstract

In mathematics classrooms, technology allows students to reorganize and re-visualize concepts, yet many teachers are choosing not to use technology in their classrooms. This begs the question as to why technology is not being used: Do teachers lack the ability to use the technology, or do they not believe it is effective in the mathematics classroom? This review of literature examines the development of preservice teachers’ (PST’s) TPACK and changes in beliefs from PST preparation experiences. The findings of this review indicate that preservice teachers develop TPACK skills as they progress through the teacher education programs, which also lead to a more positive stance toward the use of technology for mathematics.

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Authors and Affiliations

  1. Old Dominion University, Virginia, USA

    Helen Crompton

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  1. Helen Crompton
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Correspondence to Helen Crompton .

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Editors and Affiliations

  1. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Charoula Angeli

  2. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Nicos Valanides

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Crompton, H. (2015). Pre-service Teachers’ Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom: A Review of the Literature. In: Angeli, C., Valanides, N. (eds) Technological Pedagogical Content Knowledge. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-8080-9_12

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