Developing Preservice Teachers' TPACK Through a Virtual Number Talks Field Experience: A Case Study
Document Type
Article
Publication Date
2-2022
Abstract
Field experiences are an important part of preservice teacher education. However, interruptions caused by the COVID-19 pandemic and the sudden shift to virtual and hybrid learning presented challenges for implementing classroom-based field experience opportunities. In response to this challenge, the authors developed and implemented a virtual field experience based on the Number Talks routine in our elementary mathematics methods courses. We utilize case studies to explore the technological, pedagogical, and content knowledge (TPACK) development of two preservice teachers as they engaged in the Virtual Number Talks field experience.
Publication Title
Twelfth Congress of the European Society for Research in Mathematics Education
Repository Citation
Fletcher, Nicole and Meador, Audrey, "Developing Preservice Teachers' TPACK Through a Virtual Number Talks Field Experience: A Case Study" (2022). School of Education and Human Development Faculty Publications. 197.
https://digitalcommons.fairfield.edu/education-facultypubs/197
Published Citation
Fletcher, N., & Meador, A. (2022). Developing preservice teachers’ TPACK through a virtual Number Talks field experience: A case study. In Ingram, J., Schütte, M., & Ríordáinthe, M. N. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (pp. 3585-3592). Free University of Bozen-Bolzano and ERME. https://hal.archives-ouvertes.fr/hal-03748731
Peer Reviewed
Comments
A link to freely available content has been provided.