Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university preparation programs implemented technology their classrooms to teach for conceptual understanding online, hybrid, and face classes during COVID-19. Using the Professional Development: Research, Implementation, Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, faculty formed a Networked Improvement Community (NIC) discuss commonly agreed upon problem of practice change idea implement classroom. Through Plan-Do-Study-Act cycles, participants documented improvement efforts refinements then reported back NIC at subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) TPACK levels rubric were used examine Mathematics understanding. Classroom Observation Protocol Practices (MCOP2) was further effective teaching practices (e.g., student engagement) by TCs. MCOP2 results indicated that TCs increased use practices. However, growth not significant. A relationship between evident, indicating potential need explicit focus on using