id: 06109601
dt: a
an: 2012f.00125
au: Johnston, Christopher J.; Moyer-Packenham, Patricia
ti: A comprehensive model for examining pre-service teachers’ knowledge of
technology tools for mathematical learning: the T-MATH framework.
so: Paditz, Ludwig (ed.) et al., Proceedings of the 11th international
conference of The Mathematics Education into the 21st Century Project
‒ MEC 21: On turning dreams into reality. Transformations and
paradigm shifts in mathematics education, Grahamstown, South Africa,
September 11‒17, 2011. Grahamstown: The Mathematics Education into
the 21st Century Project ‒ MEC 21 (ISBN 83-919465-0-9/pbk). 169-174
(2011).
py: 2011
pu: Grahamstown: The Mathematics Education into the 21st Century Project ‒
MEC 21
la: EN
cc: B50 D29
ut: teacher education; models; frameworks; theory of mathematics education
ci:
li:
ab: Summary: This paper proposes a comprehensive model for understanding the
multiple dimensions of knowledge employed by pre-service elementary
teachers’ when they choose technology for teaching mathematics. The
T-MATH framework (teachers’ mathematics and technology holistic
framework) integrates several frameworks, including TPACK, MKT, and
technology evaluation criteria. This model, which can be used to
examine the manner in which pre-service elementary teachers rank and
evaluate technology tools for mathematical learning, suggests that
there are multiple dimensions to understanding teachers’ knowledge of
technology for teaching mathematics. The paper reports recommendations
for mathematics teacher educators and researchers.
rv: