Designing and Validating Technological Pedagogical Content Knowledge Strategies for Teaching Mathematics

Abstract

The ultimatum of the twenty-first century for preparing teachers in technology-rich mathematics classrooms emphasizes an approach in mathematics teaching that makes use of effective choices in teachers’ use of technology when teaching a particular content. Technological Pedagogical Content Knowledge (TPCK) is a theoretical knowledge construct enlightening a way to integrate content-specific knowledge and pedagogical strategies while teaching with technology. The major goal of the research was to understand and describe how Technological Pedagogical Content Knowledge Strategies can be designed and validated for guiding mathematics teaching. Technological Pedagogical Content Knowledge Strategies were designed by adopting the methodology of design-based research. These strategies include Technological Pedagogical Content Knowledge Strategies Framework that covers intervention in nine phases for framing the TPCK-based lesson transcript (TPCK Script). The TPCK Strategies were evaluated using the TPCK strategies framework evaluation Proforma. The central theme of this instructional strategy is that it emphasizes the establishment of knowledge–building community learning environments. Considering and applying new instructional strategies can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge and technological pedagogical knowledge that can be adapted in mathematics teaching in all educational levels and environments.