Integrating technology into the mathematics classroom means more than just new teaching tools—it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being referred to as TPACK (Technological Pedagogical and Content Knowledge), the intersection of technology, pedagogy, and content (Niess 2005). Making decisions about technology use influences not only students' conceptual and procedural understandings of mathematics content but also the ways in which students think about and identify with the subject.
Thomas E. Hodges, email@example.com, teaches mathematics methods at Western Carolina University in Cullowhee, North Carolina. He is interested in mathematics teachers' professional development and the innovative uses of technology in mathematics education.
Elizabeth Conner, firstname.lastname@example.org, a graduate of the Tennessee Governor's Academy for Mathematics and Science, attends the University of Tennessee in Knoxville. She is interested in pursuing a career in biomedical engineering with an emphasis on the mathematics of computational biology. Jennifer L. Hodges; Deborah A. Conner