A comprehensive model for examining pre-service teachers’ knowledge of technology tools for mathematical learning: the T-MATH framework. (English)

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).

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.