Obara, Samuel Find the Measure of Angle x: Teacher’s Technology Investigation (April 2020)

Abstract.This paper discusses strategies that two high school geometry teachers employed to solve a challenging geometry problem with the aid of dynamic geometry software (The Geometer's Sketchpad (GSP). The teachers were part of a group of teachers who participated in a summer professional institute funded by the National Science Foundation. The paper demonstrates the use of technology to construct, explore, and prove, incorporating the measurement tool in GSP. Although the two teachers showed similar approaches, they displayed interesting proof strategies.

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Karakus, Fatih An Examination of Pre-service Teachers' Technological Pedagogical Content Knowledge and Beliefs Using Computer Technology in Mathematics Instruction (November 2018)

Abstract. The aim of this study was to examine the pre-service mathematics teachers’ technological pedagogical content knowledge and beliefs using computer technology in mathematics instruction, as well as the effects of teacher training programs on these beliefs and knowledge. Participants included 199 pre-service elementary mathematics teachers. Of these, one hundred-eighteen were freshman and eighty-one were senior. Two instruments (Technological Pedagogical Content Knowledge (TPACK) instrument and Belief Scale towards Using Computer Technology in Mathematics Instruction) were used to determine pre-service teachers’ TPACK and beliefs about using computer technology in their instruction. To evaluate pre-service teachers’ TPACK and beliefs, both descriptive and inferential statistics were used. The data showed that the teacher education program has a positive effect on pre-service teachers’ TPACK for mathematics teaching and beliefs using computer technology in mathematics instruction. In addition, there was a positive correlation between pre-service teachers’ belief scores and TPACK scores. So, it can be said that the beliefs using computer technology into instruction is a significant predictor for TPACK.

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Barry, Arlene L.; Gay, Susan A.; Pelkey, Lisa M.; Rothrock, Katrina What Types of Text Are Novice Teachers Choosing to Teach Mathematics? (August 2017)

Abstract. Student teachers informed their professors that it was no longer the practice to use traditional textbooks to teach mathematics to teens. This notion caused the authors to undertake a nationwide survey to inquire about the types of math text used by novice teachers. Responses showed that a textbook did continue dominance. A majority said they preferred a digital text, favoring the technology, its presumed interactive qualities, and its ability to serve as “teacher.” Those who advocated a print text did so because of accessibility, tactile properties and the distractibility of technology. Most taught vocabulary, but did not require their students to read the text.

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Ortiz, Enrique Pre-service Teachers’ Ability to Identify and Implement Cognitive Levels in Mathematics Learning (August 2017)

Abstract. This study analyzed pre-service teachers’ ability to identify and implement cognitive levels. The framework involved the use of the Concrete, Pictorial and Abstract (CPA) cognitive levels combined with the Virtual-level (CPVA-levels). The V-level involves applets and apps, and three digital-dynamic sublevels: virtual-Concrete, virtual-Pictorial and virtual-Abstract. The results of this study have provided a better understanding of pre-service teachers’ ability to identify CPVA learning levels, and use them for instructional purposes. The participants’ ability to implement the CPVA levels was affected by the availability of the physical and virtual manipulatives, and the guidance provided by the cooperating teachers during the internship.

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Miller, Travis K. Pre-service Elementary Teachers’ Perceptions of a Modified Peer Instruction Implementation of Clickers in their Mathematics Content Course (August 2013)

Abstract. This article discusses pre-service elementary teachers’ feedback regarding an implementation of a personal response system (clickers) in their mathematics course. A modified peer instruction model used clickers as a preliminary to class exploration of mathematical content. Classes of approximately 30 students included six lessons that were enhanced with clicker questions. Most students expressed favorable perceptions of the clickers and clicker lessons. Students felt that the inclusion of clickers helped them to better learn and understand course material, with most identifying a mathematical topic for which they attributed a better understanding to clicker lessons.

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Mgombelo, Joyce; Buteau, Chantal Learning mathematics needed for teaching through designing, implementing, and testing learning objects (November 2012)

Abstract. This paper discusses the results of a pilot study that explored how prospective secondary school teachers are shaped by learning experiences during their undergraduate mathematics education. The collaborative study, which was conducted by a mathematician and a mathematics educator, drew from the experiences of prospective teachers in a non-traditional undergraduate mathematics program that makes extensive use of technology. Analysis of data collected from detailed questionnaires, journals, and focus group discussions strongly suggests that designing, implementing, and testing Learning Objects promotes prospective teachers’ learning of the mathematics needed for teaching. Furthermore, the analysis shows that prospective teachers’ experiences of ownership, engagement, and pride are key to positive learning experiences.
Keywords: learning mathematics for teaching; secondary school prospective teachers; learning by designing, implementing and testing Learning Objects; awareness; innovative undergraduate mathematics program; mathematicians and mathematics educators collaboration

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Bukova-Güzel, Esra; Cantürk-Günhan, Berna Prospective mathematics teachers’ views about using computer-based instructional materials in constructing mathematical concepts (February 2011)

Abstract. The purpose of the study is to determine prospective mathematics teachers’ views about using computer-based instructional materials in constructing mathematical concepts and to reveal how the sample computer-based instructional materials for different mathematical concepts altered their views. This is a qualitative study involving twelve prospective secondary mathematics teachers from a public university in Turkey. The data were gathered from two semi-structural interviews named pre-interview and post-interview. Between these interviews computer-based instructional materials were introduced to the participants. Findings revealed that the participants had positive perceptions toward these materials and believed that such tools help integrating mathematics and daily life.
Keywords: Computer-based instructional materials, prospective teachers, mathematical concepts.

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Mohr, Doris J. Pre-Service Elementary Teachers Make Connections Between Geometry and Algebra Through the Use of Technology (February 2008)

Abstract. In a geometry content course for pre-service elementary teachers, technology was utilized to assist students in making sense of shapes. They learned to write simple procedures in Logo that would program a turtle to draw various quadrilaterals. In the context of writing these procedures, the pre-service teachers used variables to represent the lengths of sides and the measures of angles. As a result of these activities, students’ conceptual understanding of variables changed.

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Franz, Dana Pomykal; Hopper, Peggy F. Technology in Mathematics: Issues in Educating Teacher Candidates for Rural Math Classrooms (August 2007)

Abstract. This paper examines the reality of teaching math in the rural southeast. Rural districts have low student expenditures and high transportation costs, due in part to the limited tax-base available. This leaves limited funds for technology. Universities prepare preservice teachers to teach math using the latest technology, however, many of these preservice teachers will return to classrooms with limited or out-dated technology. This paper presents a case-study of preservice students’ education and field experiences in rural northern Mississippi. Further, implications for changes in how we teach technology to preservice students who will likely return to rural settings are discussed.

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Habre, Samer; Grundmeier, Todd A. Prospective Mathematics Teachers’ Views on the Role of Technology in Mathematics Education (June 2007)

Abstract. It is important for future teachers of mathematics to distinguish between technology as course content to be taught and technology as a teaching tool. This exploratory study examines prospective teachers’ views of the role of technology in mathematics education before, during, and after their experience in a mathematics class that focused on technology in mathematics education. In particular, the researchers explore participants’ views of mathematical content technology may aid in the teaching of and their views of the teacher’s role in a class were technology is utilized.

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Maida, Paula Creating two-dimensional nets of three-dimensional shapes using Geometer's Sketchpad (August 2005)

Abstract. This article is about a computer lab project in which prospective teachers used Geometer’s Sketchpad software to create two-dimensional nets for three-dimensional shapes. Since this software package does not contain ready-made tools for creating non-regular or regular polygons, the students used prior knowledge and geometric facts to create their own custom tools with Sketchpad. Using their handmade customized tools, students created various nets for prisms, pyramids, and the Platonic solids. The author taught nets without this approach and then with this approach, and found not only a positive difference in performance on assessments, but also more excited and engaged attitudes about the material. The pre-service teachers were eager to simulate this activity with their future students as well as use their tools for their own test-making needs.

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Mittag, Kathleen; Taylor, Sharon The evolution of a graphing calculator course for preservice mathematics teachers (April 2000)

Abstract. The article is about developing a course designed to present graphing calculator applications and assessment techniques to mathematics preservice teachers. Mathematics educators are faced with the task of not only preparing their students in the content but also training them to use the available technology. The article discusses why this course is taught, whom it is taught to, when and where it is taught, what topics are included, how it is organized, and what the requirements are. Selected questions are used to illustrate sample assessment and calculator applications. Pre and post tests statistical results from previous classes are discussed.

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