Technology and Algebra in Secondary Mathematics Teacher Preparation Programs

Recent standards documents from NCTM and CCSSO advocated for learning algebraic topics with technology. Research recommended that teachers make intentional use of knowledge of limitations and affordances of technology use for teaching and learning of algebra topics (Ferrara, Pratt & Robutti, 2006). CBMS (2012) recommended that pre-service teachers (PSTs) have opportunities in mathematics courses to develop this ability to choose and use technology strategically.

This study explores opportunities provided by teacher preparation programs for secondary mathematics PSTs to encounter technology in learning algebra and in learning to teach algebra. We define technology narrowly as electronic tools and software. This study is a qualitative analysis of pilot data gathered from a larger mixed-methods project. We compiled data about teacher preparation programs at three universities through a focus group of three or four graduating PSTs, interviews with mathematics and mathematics education instructors, and instructional materials for select courses at each site. We used recommendations from CBMS (2012) to develop an analytical framework focusing on: type of use, type of course, type of encounter, type of technological tool, and whether the PSTs are asked to think critically about the use or choice of technological tool for learning or learning to teach each particular algebraic topic. Our analysis includes a general overview of opportunities for PSTs to use technology in learning mathematics and in learning to teach mathematics. We then narrow our focus to examine these opportunities as they relate specifically to algebra.

We found that instructors integrated technology into mathematics education courses, with more variety of types and uses, than into mathematics courses. Our data suggest that even in mathematics courses that use technology PSTs have few opportunities to see and use a variety of technological tools. Our poster will describe general patterns of technology use in mathematics and mathematics education at each university. It will also display examples of specific algebra tasks with technology, and our analysis of those tasks according to the framework developed from recommendations in CBMS (2012).