Abstract
Most recently, the Conference Board of the Mathematical Sciences has advocated for incorporating technology in secondary mathematics classrooms. Colleges and universities across the United States are incorporating technology to varying degrees into their mathematics teacher preparation programs. This study examines preservice secondary mathematics teachers’ opportunities to expand their knowledge of algebra through the use of technology and to learn how to incorporate technology when teaching algebra in mathematics classrooms. We explore the research question: What opportunities do secondary mathematics teacher preparation programs provide for PSTs to encounter technologies in learning algebra and learning to teach algebra? We examine data collected from a pilot study of three Midwestern teacher education programs conducted by a larger project investigating algebra. Our data suggest that not all secondary mathematics teacher preparation programs integrate experiences with technology across mathematics courses, and that mathematics courses may provide few experiences with technology to PSTs beyond strictly computational.
| Original language | American English |
|---|---|
| Title of host publication | Proceedings of the Special Interest Group of the Mathematics Association of America Annual Conference on Research in Undergraduate Mathematics Education |
| State | Published - Feb 27 2014 |
Keywords
- Algebra
- Secondary mathematics
- Teacher preparation programs
- Technology
DC Disciplines
- Mathematics