Abstract
Within the realm of teaching middle and high school mathematics, the ability to teach mathematics effectively using various forms of technology is now more important than ever, as expressed by the recent development of the Common Core State Standards for Mathematical Practice. This article presents the development process and the results from 15 institutions and more than 300 surveys completed by secondary mathematics preservice teachers. The results suggest that technological, pedagogical, and content knowledge; technology knowledge; content knowledge; and pedagogical knowledge constructs are valid and reliable, whereas pedagogical content knowledge, technological content knowledge, and technological pedagogical knowledge domains remain difficult for preservice teachers to separate and self-report.
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