期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：10
页码：1-24
DOI：10.29333/ejmste/93179
出版社：Pamukkale Univ Dept Sci Education
摘要：The purpose of this paper is to examine the relationships between preservice secondary
mathematics teachers’ beliefs and knowledge regarding teaching mathematics with
technology. By conducting three semi-structured interviews, I investigated four
preservice secondary mathematics teachers’ technological, pedagogical, and content
knowledge (TPACK) and their beliefs about the nature of mathematics, learning and
teaching mathematics, and technology use in the mathematics classroom. The findings
of this study suggest that preservice teachers with constructivist-oriented or studentcentered
beliefs about the nature of mathematics, learning mathematics, and
technology use displayed higher levels of mathematical knowledge, pedagogical
content knowledge, and technological content knowledge, respectively, than
preservice teachers with traditional or teacher-centered beliefs about mathematics,
learning, and technology use.
