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A study of mathematics teachers conceptions of their own knowledge of technological pedagogical content knowlegde (TPACK)
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.ORCID-id: 0000-0002-1462-6739
2015 (Engelska)Ingår i: Views and Beliefs in Mathematics Education: Results of the 19th MAVI Conference / [ed] Bernack-Schüler, C., Erens, R., Leuders, T., Eichler, A., Springer, 2015, s. 159-169Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

In this study, a sample of mathematics teachers at upper secondary level rated their knowledge with respect to the key domains described by the Technological Pedagogical Content Knowledge (TPACK) framework. The results indicated that teachers expressed that they had a high level of knowledge in terms of pedagogy and content and the combination of these, but the knowledge level was lower in terms of technology such as software installation or troubleshooting of computers. The results also indicated that there were small differences in the expressed level of knowledge between sexes and years of teaching experience. The study indicated that effective integration of digital tools should include training both in the educational use and the actual operation of the tools.

Ort, förlag, år, upplaga, sidor
Springer, 2015. s. 159-169
Serie
Freiburger Empirische Forschung in der Mathematikdidaktik, ISSN 2193-8164
Nationell ämneskategori
Didaktik
Forskningsämne
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-19793DOI: 10.1007/978-3-658-09614-4ISI: 000380769000013ISBN: 978-3-658-09614-4 (tryckt)OAI: oai:DiVA.org:du-19793DiVA, id: diva2:862095
Konferens
19th MAVI conference, University of Education, Freiburg, September 25th to September 28th, 2013
Tillgänglig från: 2015-10-20 Skapad: 2015-10-20 Senast uppdaterad: 2016-09-01Bibliografiskt granskad

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Sundberg, Maria

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Totalt: 619 träffar
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