Novice Mathematics Teachers’ Use of Technology-Generated Representations
Virginia Fraser, Indiana University Southeast, United States ; Joe Garofalo, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this study was to describe how and understand why novice mathematics teachers incorporated technology-generated representations in their instruction. The participants in the study were graduates of a technology-rich teacher preparation program. The teachers were interviewed at the beginning and end of the study concerning their motives for using technology in teaching mathematics. Each teacher was observed during ten classroom periods over a four-month interval. Following each observation, a debriefing interview was performed and electronic artifacts used in the classroom instruction were collected. The findings indicated that the teachers used representations in their planning and instruction for higher-level purposes. Furthermore, the teachers in this study made use of dynamic representations in instruction to help promote student engagement in learning mathematics. These findings have implications for technology integration in teacher preparation programs.
Fraser, V. & Garofalo, J. (2011). Novice Mathematics Teachers’ Use of Technology-Generated Representations. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3984-3992). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).