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Articulating Teachers’ Creation of Technological Pedagogical Mathematical Knowledge (TPMK) for Supporting Mathematical Inquiry with Authentic Problems

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Abstract

Research studies have found that mathematics teachers face challenges when designing technology-integrated lessons to support mathematical inquiry with authentic problems. This suggests that teachers need to develop technological pedagogical knowledge (TPACK) or their professional knowledge for technology integration. Drawing upon the concept of TPACK, this study defines teachers’ professional knowledge for mathematics technology integration as technological pedagogical mathematical knowledge (TPMK) and examines the different kinds of TPMK that are needed to support the design of technology-integrated lessons for mathematical inquiry with authentic problems. Using content analysis, the design talk of three mathematics teachers designing a series of technology-integrated lessons to teach the concept of average through the inquiry of authentic problems was examined to articulate their associated TPMK. Thematic analysis was then used to derive five pathways used by the teachers to create the TPMK for mathematical inquiry with authentic problems throughout the design meetings that the teachers held across 2 months. These pathways articulate the process of teachers’ pedagogical decision-making as they create TPMK. The implications of these findings for future development of teacher knowledge for technology-supported mathematics inquiry are discussed.

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Acknowledgements

This paper is based on data collected in research project Developing teachers’ Technological Pedagogical Content Knowledge for 21st Century Learning (TPACK-21CL) Through Design Thinking (OER5/13/KHL), funded by the Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore.

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  1. Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Joyce Hwee Ling Koh

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  1. Joyce Hwee Ling Koh
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Correspondence to Joyce Hwee Ling Koh.

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Joyce completed this research work during her tenure as an Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore. She is currently an Associate Professor at the Higher Education Development Centre, University of Otago, New Zealand.

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Koh, J.H.L. Articulating Teachers’ Creation of Technological Pedagogical Mathematical Knowledge (TPMK) for Supporting Mathematical Inquiry with Authentic Problems. Int J of Sci and Math Educ 17, 1195–1212 (2019). https://doi.org/10.1007/s10763-018-9914-y

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