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TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates
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Author(s): Nathan Borchelt (Western Carolina University, USA), Axelle Faughn (Western Carolina University, USA), Kathy Jaqua (Western Carolina University, USA)and Kate Best (Western Carolina University, USA)
Copyright: 2013
Pages: 17
Source title:
Common Core Mathematics Standards and Implementing Digital Technologies
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-4666-4086-3.ch024
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Abstract
Implementation of the Common Core State Standards in Mathematics has provided teacher educators a great opportunity to reexamine whether teacher preparation programs adequately provide the experiences to develop the base of knowledge and 21st century skills necessary to be effective teachers. The Mathematics TPACK Framework provides a roadmap for a series of pathways to integrate three knowledge components that are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. In this chapter, the authors examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy that are relevant to the teaching and learning of mathematics through the lens of implementing the Common Core State Standards.
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