Although the Technological Pedagogical Content Knowledge (TPACK) framework has shown a lot of promise as a theoretical perspective, researchers find it difficult to use it in particular environments because the requirements of the framework change in specific contexts. The purpose of this study was to explore and produce more flexible ways of using the TPACK for inservice mathematics secondary teachers. Three such teachers at an urban public school were observed in their classrooms and interviewed about their experiences of teaching mathematics and integrating computer technology in their day-to-day activities. Each participant had over 10 years experience in teaching mathematics in secondary schools in Ontario, and expertise in using computers in mathematics curriculum. The research questions were: 1) How do secondary school mathematics teachers describe their ways of integrating technology? 2) What difficulties do teachers have when they try to integrate technology into mathematics classrooms? The findings from the first research question show that teachers displayed a high degree of integration of technology. Their activities were very clearly designed, conferring clear roles to the use of integrating computer technology in mathematics classes. Teachers had specific approaches to integrate computer technology: a) to allow students opportunities to learn and experiment with their mathematical knowledge; b) to help them pass the content to the students in the process of teaching mathematics; and c) to assess and evaluate students’ work, and give them feedback. The findings from the second research question reveal that teachers had difficulties in purchasing and maintaining the computer equipment. They had some difficulties in trying to integrate new technologies as these required time, preparation, and dedication. In addition, teachers had some difficulties in making students use computers in a significant way. The implication for teacher education is that inservice teachers should have opportunities to update their computer and pedagogical skills, a long term perspective in integrating technology in mathematics education, and professional and technical support from teaching colleagues and administrators. Finally, the integration of computer technology in mathematics requires more intensive teamwork and collaboration between teachers, technical support staff, and administrators.

This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic areas that included gender, age, ethnicity, and years of teaching experience. A two-way ANOVA was applied to four demographic variables to test for interaction and main effect. A significant difference was found between the sex-egalitarian attitudes of male and female mathematics teachers' responses. There were no significant differences found in the sex egalitarian attitudes of secondary mathematics teachers when categorized by levels of age, ethnicity, and years of teaching experience. The information in this study should interest and benefit teachers, parents, students, administrators, and industry leaders.

The main purpose of the study was to understand preservice secondary mathematics teachers&rsquo / pedagogical content knowledge of composite and inverse functions. The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an observation of lessons participants taught at Private Bilkent High School. Interview data came from the transcriptions of semi-structured interviews. Document data came from survey of function knowledge, journal writings, vignettes, and lesson plans. Audiovisual data came from the examination of the videotape of the lessons participants taught. The findings reveal that preservice secondary mathematics teachers&rsquo / knowledge levels in components of pedagogical content knowledge were not at the desired levels and also they experienced difficulty while integrating that knowledge. The results of the study indicate that teacher education should provide courses that cover the content relevant to students in order to assure both depth and breadth in subject matter knowledge of the preservice teachers. Moreover, the activities which mimics the classroom cases and assures the integration of knowledge components like vignettes would be used in teacher education programs. Results can inform educational practices, and reforms in Turkey, and provide a basis for further research, with increased pedagogical content knowledge as the ultimate goal.

Although the Technological Pedagogical Content Knowledge (TPACK) framework has shown a lot of promise as a theoretical perspective, researchers find it difficult to use it in particular environments because the requirements of the framework change in specific contexts. The purpose of this study was to explore and produce more flexible ways of using the TPACK for inservice mathematics secondary teachers. Three such teachers at an urban public school were observed in their classrooms and interviewed about their experiences of teaching mathematics and integrating computer technology in their day-to-day activities. Each participant had over 10 years experience in teaching mathematics in secondary schools in Ontario, and expertise in using computers in mathematics curriculum. The research questions were: 1) How do secondary school mathematics teachers describe their ways of integrating technology? 2) What difficulties do teachers have when they try to integrate technology into mathematics classrooms? The findings from the first research question show that teachers displayed a high degree of integration of technology. Their activities were very clearly designed, conferring clear roles to the use of integrating computer technology in mathematics classes. Teachers had specific approaches to integrate computer technology: a) to allow students opportunities to learn and experiment with their mathematical knowledge; b) to help them pass the content to the students in the process of teaching mathematics; and c) to assess and evaluate students’ work, and give them feedback. The findings from the second research question reveal that teachers had difficulties in purchasing and maintaining the computer equipment. They had some difficulties in trying to integrate new technologies as these required time, preparation, and dedication. In addition, teachers had some difficulties in making students use computers in a significant way. The implication for teacher education is that inservice teachers should have opportunities to update their computer and pedagogical skills, a long term perspective in integrating technology in mathematics education, and professional and technical support from teaching colleagues and administrators. Finally, the integration of computer technology in mathematics requires more intensive teamwork and collaboration between teachers, technical support staff, and administrators.

The shift towards collegiality is a new setting for many teachers. Most teachers work alone, in isolation from their colleagues and collegial collaboration requires organisational structures. The aim of the study is to describe and analyse upper secondary mathematics teachers’ collective practice,developed in a professional development initiative. This study is a case study and the empirical data is generated through observations and an interview of a group of four teachers at a school who met on a weekly basis throughout a term. Their discussions focused on the mathematical concept of slope in a setting of learning study. This thesis is the case of when mathematics teachers focus discussions on slope and draws on Wenger’s Communities of Practice Perspective, as a unitof analysis, and addresses the question: What are the characteristics of practice when upper secondary mathematics teachers focus discussions on slope in the setting of a learning study? The analysis accounts for characteristics of the aspects of practice, through the coherence of mutual engagement, joint enterprise and shared repertoire in the community of practice. The teachers are engaged around finding small changes in their teaching that could give major effect in students learning. They negotiate what the students need to know in order to understand the relation between Δy and Δx. The characteristic of practice is a conceptual mapping of the concept of slope. It reveals students’ partial understanding of related concepts due to how they were given meaning through previous teaching. The conceptual mapping of slope goes back as far as to the student’s partial understanding of the meaning of subtraction. However, what emerges is in relation to the teachers’ experience of avoiding students’ difficulties with negative difference when teaching slope. It turns out to be a negotiation and a renegotiation of teaching slope for instrumental understanding or conceptual understanding. An overall characteristic of practice is that it develops in a present teaching culture.

This paper includes 23 lessons for seven different mathematics software packages and teacher information sheets that describe reading levels, objectives, and detailed instructions about each lesson.

Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.

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Low-income students and blacks make up nearly half of public school students, and on nearly every indicator of educational access, particularly technology, these students have less access than white affluent students (Darling-Hammond, Zielezinski, and Goldman, 2014). The National Center for Education Statistics (2005) reported that teacher quality and missed opportunities to learn accounted for 93% of African Americans, and 87% of Hispanics performing below proficiency in mathematics. Students that do not master mathematics standards by the end of compulsory education are less likely to complete general mathematics courses in upper secondary school and beyond successfully (Levpušček, Zupančič, & Sočan, 2013). Interactive whiteboards (IWBs) can support student engagement, interest and possibly increased achievement in mathematics if used effectively. The purposes of this study were to (a) examine the perspectives of secondary mathematics teachers with regard to the use of IWBs for teaching, (b) determine how secondary mathematics teachers in one school district use the IWB to guide students toward mathematical proficiency, and (c) consider how secondary mathematics teachers’ perspectives in one school district were influenced by 1st order and 2nd order barriers to technology integration. The following factors were considered when examining the context needed to better understand the complexities using IWBs effectively in mathematics: (a) Niess et al. (2009) Mathematics Teachers’ TPACK Development Model, (b) Miller and Glover (2005) stages of IWB use, and (c) Ertmer (1999) first-order and second-order barriers to technology integration. The data revealed that at each stage of IWB use (a) supported didactic, (b)interactive, and (c) enhanced interactivity, teachers faced a unique combination of first-order and second-order barriers to IWB integration that affected how IWBs were used for teaching mathematics. The results of the data suggest that as barriers are resolved at each stage of IWB use, the likelihood mathematics teachers will effectively use IWBs to teach mathematics will increase. Suggestions including administrator support and modifying professional development practices are included to provide educators and policy makers the practical knowledge needed to inform sustainable plans for integrating IWBs effectively.