Relationships Between Prospective Middle Grades Mathematics Teachers' Beliefs and TPACK

Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships

“…This study found that the more sophisticated the beliefs about mathematics, learning, and technology, the higher the levels of CK, PCK, and TCK, respectively. These results are similar to the findings of Smith et al's (2016) study. Both Smith et al's (2016) and my study indicate that preservice mathematics teachers with constructivist-oriented beliefs about mathematics and learning displayed higher CK and PCK than preservice teachers with traditional beliefs about mathematics and learning.…”

“…Second, the preservice teachers' levels of CK and PCK were lower (intermediate level) than their levels of TCK (advanced level). Third, similar to the results of Smith et al's (2016) study, preservice teachers displayed the lowest levels of TPCK among the TPACK components.…”

“…To analyze the beliefs interview data and assign codes, I used Ernest's (1989a) classification of beliefs and Goos et al's (2003) perspectives of technology use (see Table 2). Ernest's belief classification provided insights into mathematics teachers' views and a useful category to conceptualize teachers' beliefs about the nature of mathematics, learning, and teaching mathematics (Smith et al, 2016;Kaiser & Vollstedt, 2007). Goos et al's categories regarding how to use technology in mathematics class have been used to investigate how students or teachers interact with technology in their classrooms (e.g., Morton, 2013;Nzuki, 2010) and what preservice teachers think about technology use in mathematics classrooms (e.g., Smith et al, 2016).…”

“…Similarly, Mudzimiri (2010) found a progression in preservice secondary mathematics teachers' beliefs about technology use while their TPK, TCK, and TPACK were improved through a technology-intensive mathematical modeling and methods courses. Smith et al (2016) investigated the relationships between preservice middle school mathematics teachers' beliefs and their TPACK. Preservice teachers' TPCK levels were the lowest among the TPACK components, and preservice teachers with sophisticated and student-centered beliefs about mathematics, learning and teaching, and technology use displayed higher CK, PCK, and TPCK, respectively, than preservice teachers with traditional or teacher-centered beliefs.…”

“…First, to infer participants' beliefs, I used Smith et al's (2016) semi-structured beliefs interview protocol consisting of four categories: the nature of mathematics, learning mathematics, teaching mathematics, and technology use in mathematics class. Based on the works of Raymond (1997) and Zakaria and Musiran (2010), which investigated preservice or current teachers' teaching practices and beliefs about mathematics and pedagogy, Smith et al (2016) developed the interview questions for the first three categories. The questions for beliefs about technology use in mathematics class were based on Landry's (2010) study on the instrument for measuring middle school mathematics teachers' TPACK.…”