Supporting Preservice Teachers’ Use of Connections and Technology in Algebra Teaching and Learning

The Conference Board of the Mathematical Sciences recently advocated for making connections and incorporating technology in secondary mathematics teacher education programs, but programs across the United States incorporate such experiences to varying degrees. This study explores preservice secondary mathematics teachers’ opportunities to expand their knowledge of algebra through connections and the use of technology and to learn how to use both to support teaching and learning of algebra. We explore the research question: What opportunities do secondary mathematics teacher preparation programs provide for PSTs to learn about connections and encounter technologies in learning algebra and learning to teach algebra? We examine data collected from five teacher education programs chosen from across the U.S. Our data suggest not all secondary mathematics teacher preparation programs integrate experiences with making connections of different types and using technology to enhance learning across mathematics and mathematics education courses. We present overall findings with exemplars.