Search results for: Richardson Sandra

This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra. This initiative provided professional development to 20 middle school teachers from six different schools in the same area. Results revealed the need to provide teachers with opportunities to develop and explore an integration of technological, pedagogical, and content knowledge in the teaching and learning of algebra.