13: Technological Pedagogical Content Knowledge (TPCK): Preparation of Mathematics Teachers for 21^st Century Teaching and Learning

In January 2006, the Association of Mathematics Teacher Educators (AMTE) released a technology position statement titled Preparing Teachers to Use Technology to Enhance the Learning of Mathematics. As identified in this position statement, mathematics teachers need knowledge for integrating appropriate technologies in the teaching of K-12 mathematics, knowledge that is actualized through:

The expression technological pedagogical content knowledge (TPCK) describes this body of knowledge teachers need for teaching mathematics with appropriate digital technologies. TPCK is conceived as the interconnection and intersection of content, pedagogy (teaching and student learning), and technology (Margerum-Leys & Marx, 2002; Mishra, & Koehler, 2006; Niess, 2005). Viewed as more than a set of multiple domains of knowledge and skills, TPCK is a way of strategically thinking within these multiple domains of knowledge (Shavelson, Ruiz-Primo, Li, & Ayala, 2003). For mathematics, TPCK includes thinking that encompasses knowing when, where, and how to incorporate appropriate technologies for teaching and learning mathematics. In essence, TPCK involves planning, organizing, critiquing, and abstracting for specific mathematics content, student needs, and classroom situations while concurrently considering the multitude of 21st century technologies to support students’ learning. Succinctly, AMTE’s (2006) position is that: