Virtual manipulatives to assess understanding
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.
Contributor Notes
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.
Melissa Campet, mtrulock@masonlive.gmu.edu, Kelsey Gaber, kgaber@masonlive.gmu.edu, and Emma Zuidema, ezuidema@masonlive.gmu.edu, recently graduated from GMU with initial teacher licensure and a Masters of Education degree in Curriculum and Instruction.
Edited by Spencer Jamieson, Spencer.jamieson@fcps.edu, a math resource teacher for the Instructional Services Department of Fairfax County Public Schools (FCPS) in Virginia; Patricia W. Freeman, pfreema1@gmu.edu, who teaches algebra 1 and geometry to eighthgrader students at Franklin Middle School in Chantilly, Virginia, while pursuing a doctorate in Mathematics Education Leadership at GMU; and Courtney Baker, cbaker@gmu.edu, who is a math consultant for FCPS and a GMU doctoral student. Technology from the Classroom is the venue for sharing articles that illustrate the effective use of technology in pre-K–grade 6 math classrooms. Make submissions of no more than 1500 words to this department through tcm.msubmit.net. Find detailed submission guidelines for all departments at www.nctm.org/tcmdepartments.
