Using a functional approach to change preservice teachers’ understanding of mathematics software

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

This study examined the structure of two preservice teacher’ understandings of educational software in mathematics using repertory grid techniques. Specifically, the study focused on how teacher educators can enable preservice teachers to discern the features of mathematics software, and develop pedagogical goals that reflect the affordances and constraints of available tools. Results showed a deepening of knowledge and a differentiation of knowledge following experiences of exploration, evaluation, and comparison of different types of software. Results imply that directing preservice teachers’ attention to utilizing the functional characteristics of software for developing plans and for the design of instruction may be fruitful for more effective integration of software in their future teaching. However, participants’ preexisting content knowledge and their pedagogical worldview tempered this effect.

Original languageEnglish (US)
Pages (from-to)45-65
Number of pages21
JournalJournal of Research on Technology in Education
Volume39
Issue number1
DOIs
StatePublished - Jan 1 2006

Keywords

  • Mathematics education
  • Mathematics-based software
  • Personal constructs theory
  • Preservice teachers
  • Technology integration

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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