Date of Award
Doctor of Philosophy
Jon Davis, Ph.D.
Mariana Levin, Ph.D.
Laura Van Zoest, Ph.D.
Karen Hollebrands, Ph.D.
Learning, mathematics teacher knowledge, technology
Productively integrating technology is a vitally important part of teachers’ practice (Barlow, 2021; Bezuk et al., 2017; NCTM, 2018). To adequately prepare Prospective Mathematics Teachers (PMTs) for the demands of teaching professionally, we need to understand more about how teachers and PMTs learn to integrate technology into their classroom. Some models exist related to teachers’ knowledge of integrating technology (e.g., Mishra & Koehler, 2006; Rocha, 2020). However, these models do little to conceptualize the knowledge resources that are activated in the moment of designing technologically-enhanced, conceptually-oriented mathematics tasks. This dissertation draws on ideas from the Knowledge in Pieces (KiP) (diSessa, 1993, 2018) epistemological perspective to better understand the knowledge resources that are activated when developing curricular resources that leverage mathematical action technology (MAT) (Dick & Hollebrands, 2011) to develop conceptual understanding. A Microgenetic Learning Analysis (MLA) (Parnafes & diSessa, 2013) was conducted which led to the emergence of the Moments of Repurposing and Envisioning (MoRE) Framework for conceptualizing PMTs’ technologically-enhanced curriculum design knowledge. Findings from the study suggest that a refined technological pedagogical content knowledge (TPACK) (Mishra & Koehler, 2006) framework may more precisely describe the active knowledge displayed by participants in a Working Interview, which was an interview in which PMTs discussed their reasoning with me in the moment of working on their coursework. Implications of this work may help inform Mathematics Teacher Educators on course design that has the potential to help PMTs develop their knowledge related to developing technologically enhanced curricular resources.
Witt, Nicholas Eric, "Prospective Mathematics Teachers’ Technological Pedagogical Content Knowledge in Pieces" (2023). Dissertations. 3972.