Programming as a distinct knowledge domain in mathematics education - an empirical reinvestigation of TPACK
DOI:
https://doi.org/10.7146/nomad.v31i1.155905Keywords:
mathematics educationAbstract
Several teachers experience difficulties teaching programming in school mathematics. While the Technological Pedagogical Content framework (TPACK) has previously described links between pedagogical, content and technological knowledge for incorporating technology in competencies for teaching mathematics, these links must be reevaluated after new programming elements have been introduced in the Norwegian national curriculum. Using teachers’ self-reported knowledge, 127 answers were analysed through confirmatory and exploratory factor analysis. Results show strong loadings for technological knowledge, but weak associations to pedagogical knowledge, indicating a separation with programming constructs. Our findings challenge the notion of programming as merely a technological component, suggesting programming should be considered a partially separate domain in TPACK.
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