Orrill, C. H., & Polly, D. (2016). Developing teachers’ TPACK for mathematics through professional development: The case of InterMath. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 433-462). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch017

Abstract: 

“In this chapter, InterMath is introduced as a learner-centered professional development environment that supports the development of Technological Pedagogical Content Knowledge (TPACK). Evidence will be presented from the research and evaluation on InterMath to highlight some of the ways in which InterMath has been successful. Vignettes provide examples of a typical conversation in a TPACK professional development environment. An analysis of findings indicates that the InterMath project contributed to teachers’ TPACK development, with a focus on teachers’ knowledge of technology and content (TCK). The knowledge and skills of the professional development facilitator was a key factor in the teachers’ development. Implications for the design of professional development include simultaneously developing teachers’ integrated knowledge of technology, pedagogy, and content.”