Mathematics Education Research Group of Australasia (MERGA)
Abstract
This study describes the contruction of a questionaire instrument to measure mathematics teacher educators' knowledge for technology intregrated mathematics teaching. The study was founded on a reconceptualisation of the generic Technological Pedagogical Content Knowledge framework in the specific context of mathematics teaching. Steps in the development of the questionaire were; consideration of the context in which the questionaire would be used, comparison of proposed items with an existing instrument, expert review, and pilot testing. The process described provides a model for other researchers interested in adapting generic tools for mathematics specific use
