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首页> 外文期刊>Journal of digital learning in teacher education >Technological Pedagogical Content Knowledge in the Mathematics Classroom
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Technological Pedagogical Content Knowledge in the Mathematics Classroom

机译：数学课堂中的技术教学内容知识

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摘要

Teacher knowledge has long been a focus of many educational researchers. Current conceptualizations of teacher knowledge are beginning to reflect the knowledge and skills teachers need to successfully navigate increasingly technologically-rich mathematical classrooms with the addition of knowledge domains such as technological pedagogical content knowledge (TPACK). This article situates TPACK in the mathematics classroom by developing four central components of knowledge necessary for technology-using mathematics teachers. This article concludes by presenting a portrait of effective TPACK in action and posing questions for technology-using teachers to consider as they embark on technology use in support of mathematics instruction. The intent of this article is not to offer a one-size-fits-all solution to the many issues surrounding technology use, but to provide the impetus for discussion and reflection among mathematics educators at all levels.
机译：长期以来，教师知识一直是许多教育研究人员关注的焦点。当前的教师知识概念化开始反映出教师需要通过成功地驾驭更多技术知识的数学教室，以及增加诸如技术教学内容知识（TPACK）之类的知识领域所需要的知识和技能。本文通过开发使用技术的数学老师所必需的四个主要知识组成部分，将TPACK置于数学教室中。本文最后通过展示有效的TPACK的实际效果，并提出了一些问题，供技术使用的教师在着手使用技术支持数学教学时考虑。本文的目的不是为围绕技术使用的许多问题提供一种万能的解决方案，而是为各级数学教育者之间的讨论和思考提供动力。

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