Three preservice teachers used virtual manipulatives during clinical interviews with students of elementary school age. The technology exposed students' problem-solving strategies and mathematical understanding, promoting just-in-time teaching about the target content. The process of completing and reflecting on the interviews contributed to growth of the preservice teachers' technological pedagogical content knowledge.
Pamela Edwards Johnson, edwards.pamelaj@gmail.com, is affiliated with the elementary education and mathematics education leadership programs at George Mason University (GMU). She is interested in preservice teacher education and middle school mathematics.