Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework

Paper

Getenet, Seyum Tekeher, Beswick, Kim and Callingham, Rosemary. 2015. "Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework." 2015 Annual Conference for the Psychology of Mathematics Education Mathematics Education: Climbing Mountains, Building Bridges (PME 39):. Hobart, Australia 13 - 18 Jul 2015 Czech Republic.
Paper/Presentation Title

Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework

Presentation TypePaper
AuthorsGetenet, Seyum Tekeher (Author), Beswick, Kim (Author) and Callingham, Rosemary (Author)
Journal or Proceedings TitleProceedings of the 2015 Annual Conference for the Psychology of Mathematics Education (PME 39)
ERA Conference ID50226
Journal Citation2, pp. 321-328
Number of Pages8
Year2015
Place of PublicationCzech Republic
ISBN9781862958296
Web Address (URL) of Paperhttp://www.igpme.org
Conference/Event2015 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 2020390109. 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 AffiliationsSchool of Teacher Education and Early Childhood
University of Tasmania
Institution of OriginUniversity of Southern Queensland
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