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Two Classroom Portraits Demonstrating the Interplay of Secondary Mathematics Teachers’ TPACK on their Integration of the Mathematical Practices
Abstract
This chapter examines the practices and beliefs of two secondary mathematics teachers with similar demographic backgrounds. The influence of their practices and beliefs on teaching and student learning is considered through the lens of the TPACK Development Model and through evidence of student engagement in the Mathematical Practices. Even though they face common barriers to instructional technology integration, both teachers speak to their successes and positive impacts on student learning. Rich descriptions of conversations, classroom observations, and self-report survey data highlight critical contrasts between the practices of the two teachers. These differences represent the unique challenges faced by instructional technology researchers and other educational stakeholders. The purpose of this chapter is to highlight these subtle, yet far-reaching, areas of distinction in which the teachers unknowingly provide different levels of opportunity for teaching and learning in the mathematics classroom.
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