# TPACK Training Teachers Preparing PreService Elementary Math Specialists

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TPACK & Training Teachers: Preparing Pre-Service Elementary Math Specialists Cheryll E. Crowe, Ph. D Department of Mathematics

What is TPACK? Technology, Pedagogy, And Content Knowledge Koehler (2011)

Why TPACK? • TPACK emphasizes the purpose for incorporating technology; knowledge of students’ understandings, thinking, and learning; knowledge of curriculum and materials that integrate technology; and instructional strategies and representations that impact the teaching and learning of mathematics with technology (Neiss, 2005; Neiss et al. , 2009). • TPACK is considered a useful organizational structure to define what teachers need to know in order to effectively integrate technology in mathematics teaching and learning (Archambault & Crippen, 2009).

Elementary Math Specialist Degree Requirements Required courses: MAT 201 (3) Mathematics for Elementary Teachers I MAT 202 (3) Mathematics for Elementary Teachers II MAT 203 (3) Mathematics for Elementary Teachers III MAT 460 (4) Topics in Mathematics for Elementary Teachers Select two of the following courses: MAT 360 (4) Algebraic Structures MAT 361 (4) Probability & Statistics MAT 362 (4) Modern Geometry MAT 363 (4) Math Technology for Teachers

MAT 201, 202, and 203 MAT 201 (Grades K-2) • NCTM Illuminations – prepare a technology exploration (30 minutes) • Teaching Assistant for K-12 Math Night MAT 202 (Grades 3 -5) • NCTM Teaching Children Mathematics Journal – prepare a hands-on activity (20 minutes) • Attend math education state conference MAT 203 (Grades 5 -7) • Textbook - prepare a lesson (30 -45 minutes) • Lead Teacher for K-12 Math Night

MAT 360, 361, 362, 393 • • MAT 360 (4) Algebraic Structures MAT 361 (4) Probability & Statistics MAT 362 (4) Modern Geometry MAT 393 (4) Math Technology for Teachers These are on a 3 -year cycle and meet in three 2 -hour sessions per week. Freshmen through Seniors and all teaching levels (Elementary, Middle, and High School) meet together.

MAT 360, 361, 362 • Algebraic Structures: Explanation of math problems, Algebra Tiles lesson, Algebra Blocks lesson, Hands on Equations lesson. • Probability and Statistics: Students lead experiments and teach classmates using technology. • Geometry: Hour long lessons in various environments.

MAT 363 Remediation, Enrichment, and/or Tutoring: 10 hours with a student from the grade level of interest (K-12) throughout the course integrating technology into teaching Professional Development: Attend math education conference Team Teaching PD Presentation: Prepare and present technology PD session to K-12 teachers or colleagues

MAT 460 Remediation, Enrichment, and/or Tutoring: 15 hours with the same student throughout the course Action Research Project: Research and present findings (written research paper and oral presentation) related to a topic in elementary math education Book Discussion: Lead and participate in discussions

References Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71 -88. Koehler. , M. (2011). What is TPACK? . Retrieved from http: //www. tpack. org/ Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509 -523. Niess, M. L. , et. al (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http: //www. citejournal. org/vol 9/iss 1/mathematics/article 1. cfm

For additional information or to receive an electronic copy of this presentation, please contact: Cheryll E. Crowe, Ph. D cheryll. [email protected] edu