Supporting PSTs in Using Appropriate Tools Strategically: A Learning Sequence for Developing Technology Tasks That Support Students' Mathematical Thinking

View More View Less
  • 1 Drake University
  • 2 East Carolina University
  • 3 North Carolina State University

This article describes an intervention with preservice mathematics teachers intended to address the use of Interactive Geometry Software (IGS) for mathematics instruction. A unit of instruction was developed to support teachers in developing mathematical tasks that use IGS to support students' high-level thinking (Smith & Stein, 1998). Preservice teachers used the IGS Framework (Sherman & Cayton, 2015) to evaluate 3 tasks, to revise a task, and ultimately to design a task using the framework. Results indicate that a majority of preservice teachers in this study were successful in creating a high-level task where IGS was instrumental to the thinking demands, and that the IGS Framework supported them in doing so. The article concludes with suggestions for use by fellow mathematics teacher educators.

Contributor Notes

Milan F. Sherman, Department of Mathematics and Computer Science, Drake University, Des Moines, IA 50311; milan.sherman@drake.edu

Charity Cayton, Department of Mathematics, Science, and Instructional Technology Education, East Carolina University, Greenville, NC 27858; caytonc@ecu.edu

Kayla Chandler, STEM Education Department, North Carolina State University, Raleigh, NC 27606; kcchand2@ncsu.edu

(Corresponding author is Sherman milan.sherman@drake.edu)(Corresponding author is Cayton caytonc@ecu.edu)(Corresponding author is Chandler kcchand2@ncsu.edu)
Mathematics Teacher Educator

Metrics

All Time Past Year Past 30 Days
Abstract Views 11 11 4
Full Text Views 25 25 3
PDF Downloads 51 51 7
EPUB Downloads 0 0 0