Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context
Author:
Affiliation:
1. School of Curriculum, Teaching and Inclusion, Faculty of Education, Monash University, Melbourne, AUSTRALIA
2. School of Education, Culture and Society, Faculty of Education, Monash University, Melbourne, AUSTRALIA
Abstract
Publisher
Modestum Ltd
Subject
Applied Mathematics,Education
Link
https://www.ejmste.com/download/development-and-validation-of-the-secondary-mathematics-teachers-tpack-scale-a-study-in-the-chinese-13671.pdf
Reference67 articles.
1. Acikgul, K., & Aslaner, R. (2020). Effects of GeoGebra supported micro teaching applications and technological pedagogical content knowledge (TPACK) game practices on TPACK levels of prospective teachers. Education and Information Technologies, 25(3), 2023-2047. https://doi.org/10.1007/s10639-019-10044-y
2. Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies, 26, 7609-7633. https://doi.org/10.1007/s10639-021-10602-3
3. Alneyadi, S., & Wardat, Y. (2023). ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools. Contemporary Educational Technology, 15(4), ep448. https://doi.org/10.30935/cedtech/13417
4. Angeli, C., Valanides, N., & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content knowledge. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 11-32). Routledge. https://doi.org/10.4324/9781315771328
5. Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. EURASIA Journal of Mathematics, Science and Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
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