Exploring Secondary Mathematics Teachers’ TPACK Development and Student-Centred Beliefs
- 10.2991/assehr.k.220504.057How to use a DOI?
- TPACK; student-centredness; digital technology; education; mathematics
While technology becomes progressively important in mathematics classrooms, teachers’ technological pedagogical content knowledge (TPACK) attracts attention, and teachers’ beliefs are regarded as a barrier to integrating technology in teaching. To remedy the shortage of investigations about the correlation between a wider range of the belief systems and TPACK in mathematics, based on the assumption that TPACK enhancement requires mathematics teachers’ practical use of digital hardware and software, this essay focuses on student-centred beliefs and reveals that TPACK is an extension of the belief systems rather than an isolated area of knowledge, and student-centred beliefs tend to advantage TPACK development. The obstacles of strengthening TPACK include the unavailability of digital tools, scheduled teaching to prevent technology use and opportunities to experience the strengths of technology, and mathematics teachers’ intrinsic resistance to change their practice to integrate more technology into teaching. In response to these, it is necessary to provide specific projects and ICT intervention schemes focusing on pedagogy, set standards for TPACK level before obtaining qualified teacher status, and construct a shared space that mathematics teachers, mathematics education researchers, policymakers, and digital technology designers can communicate and collaborate to promote TPACK learning and enhancement.
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article distributed under the CC BY-NC 4.0 license.
Cite this article
TY - CONF AU - Bohan Liu PY - 2022 DA - 2022/06/01 TI - Exploring Secondary Mathematics Teachers’ TPACK Development and Student-Centred Beliefs BT - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022) PB - Atlantis Press SP - 305 EP - 312 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220504.057 DO - 10.2991/assehr.k.220504.057 ID - Liu2022 ER -