Preparing Teachers to Teach Mathematics with Technology: Key Issues, Concerns and Research Questions PROCEEDINGS
Margaret Niess, Oregon State University, United States ; Joe Garofalo, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
With formal approval of its Technology Position Statement, the Association of Mathematics Teacher Educators (AMTE) identified the importance of assuring that all mathematics teachers and teacher candidates have opportunities to acquire the knowledge and experiences to adequately prepare them for integrating technology in teaching and learning mathematics. With the needs of future teacher of mathematics in mind, mathematics teacher educators need to identify and provide the opportunities that strengthen preservice and inservice teacher knowledge of how to incorporate technology in ways that facilitate student learning of mathematics. While researchers have been studying the implementation of technology in classrooms, what is needed now is a research agenda that leads toward the development of teacher preparation programs that prepare teachers with a deep, flexible, and connected conceptual understanding of K-12 mathematics that acknowledges the impact of technology on what content should be taught and how that should be taught.
Niess, M. & Garofalo, J. (2006). Preparing Teachers to Teach Mathematics with Technology: Key Issues, Concerns and Research Questions. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 3796-3801). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2006 AACE