If your work is related to mathematics inservice professional development or preservice teacher preparation with a focus on technology, consider writing for Contemporary Issues in Technology and Teacher Education–Mathematics (CITE–Math). CITE-Math is an online, open-access publication that provides teacher educators with a forum for sharing best practices about the use of technology in the teaching of mathematics. Both research and practitioner manuscripts are welcome, and a wide range of formats and approaches to scholarship are accepted. CITE-Math welcomes the inclusion of various media in submissions, including applets, color graphics, photographs, and video.
Papers are reviewed using the following criteria: relevance to technology and mathematics teacher education, value or usefulness to field or profession, adequacy of design/accuracy of analysis, literature support, inclusion of appropriate implications for practice and/or policy, and clarity of expression. Please visit the following link for more details: CITE-Math Review Criteria.
Our most recent CITE-Math Publication in Volume 24 Issue 2 is Predicting Technological, Pedagogical, and Content Knowledge (TPACK) Formation in Elementary Math Education by Fitsum Abebe and Guy Trainin.
Abstract: This study validated measures for elementary preservice teachers’ technological, pedagogical, and content knowledge (TPACK) for elementary mathematics and evaluated the extent to which technology knowledge, pedagogy knowledge, and content knowledge were related to the formation of TPACK. The study was guided by the TPACK framework and adopted a widely used survey instrument. Participants were elementary preservice teachers at the end of a mathematics method class at a midwestern US teacher preparation program. The study used confirmatory factor analysis and structural equation modeling to analyze measurement and predictive models. The confirmatory factor analysis validated a four-factor correlated measure of technological knowledge, pedagogical knowledge, content knowledge, and TPACK. The structural equation model indicated technological knowledge and pedagogical knowledge significantly predicted TPACK in elementary mathematics, but content knowledge did not. Preservice elementary school teachers indicated that their technological expertise was lower than their pedagogical knowledge, content knowledge, and TPACK. The results underscore the importance of strengthening TPACK in elementary teacher preparation programs with a focus on mathematics, enhancing the proficiency of preservice teachers in utilizing technology for effective mathematics teaching. This is particularly critical due to rapid technological change and shifts in students’ needs and competencies.
Please reach out to either of the CITE-Math Co-Editors with any questions: Allison McCulloch (allison.mcculloch@uncc.edu) or Chrystal Dean (deanco@appstate.edu).