eCite Digital Repository

Conceptualising technology integrated mathematics teaching: the stamp knowledge framework


Getenet, ST and Beswick, K and Callingham, R, Conceptualising technology integrated mathematics teaching: the stamp knowledge framework, Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 321-328. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]

Restricted - Request a copy

Copyright Statement

Copyright unknown

Official URL:


The Technological Pedagogical Content Knowledge (TPACK) framework is increasingly in use by educational technology researchers. The framework provides a generic description of the knowledge requirements for teachers using technology in all subjects. This paper describes the development of a mathematics specific version of the TPACK framework. We show how a particular conception of the knowledge required to teach mathematics can be integrated with the TPACK framework as the basis for understanding technology integrated mathematics teaching. The resulting framework provides a sharper lens than the generic TPACK framework alone and a better understanding of the knowledge required to use technology in teaching mathematics

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Beswick, K (Professor Kim Beswick)
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
ID Code:102072
Year Published:2015
Deposited By:Education
Deposited On:2015-07-27
Last Modified:2016-03-31
Downloads:1 View Download Statistics

Repository Staff Only: item control page