Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework
Paper
Paper/Presentation Title | Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework |
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Presentation Type | Paper |
Authors | Getenet, Seyum Tekeher (Author), Beswick, Kim (Author) and Callingham, Rosemary (Author) |
Journal or Proceedings Title | Proceedings of the 2015 Annual Conference for the Psychology of Mathematics Education (PME 39) |
ERA Conference ID | 50226 |
Journal Citation | 2, pp. 321-328 |
Number of Pages | 8 |
Year | 2015 |
Place of Publication | Czech Republic |
ISBN | 9781862958296 |
Web Address (URL) of Paper | http://www.igpme.org |
Conference/Event | 2015 Annual Conference for the Psychology of Mathematics Education Mathematics Education: Climbing Mountains, Building Bridges (PME 39): |
Annual Conference of the International Group for the Psychology of Mathematics Education | |
Event Details | 2015 Annual Conference for the Psychology of Mathematics Education Mathematics Education: Climbing Mountains, Building Bridges (PME 39): Event Date 13 to end of 18 Jul 2015 Event Location Hobart, Australia |
Event Details | Annual Conference of the International Group for the Psychology of Mathematics Education PME |
Abstract | The Technological Pedagogical Content Knowledge (TPACK) framework is increasingly in use by educational technology researchers. The framework provides a generic description of the knowledge requirements for teachers using technology in all subjects. This paper describes the development of a mathematics specific version of the TPACK framework. We show how a particular conception of the knowledge required to teach mathematics can be integrated with the TPACK framework as the basis for understanding technology integrated mathematics teaching. The resulting framework provides a sharper lens than the generic TPACK framework alone and a better understanding of the knowledge required to use technology in teaching mathematics. |
ANZSRC Field of Research 2020 | 390109. Mathematics and numeracy curriculum and pedagogy |
Public Notes | Author retains copyright. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source. |
Byline Affiliations | School of Teacher Education and Early Childhood |
University of Tasmania | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q3239/conceptualising-technology-integrated-mathematics-teaching-the-stamp-knowledge-framework
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