An Email Activity: Preservice Teachers’ Perceptions of Authenticity
Dawn M. Poole, California State University, United States
Journal of Technology and Teacher Education Volume 8, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The National Council of Teachers of Mathematics endorses a constructivist approach to teaching and learning mathemat-ics. This approach is often inconsistent with the instructional models in which preservice teachers are familiar. To help en-hance a constructivist-based mathematics teaching methods course, preservice teachers participated in an email activity linking them with elementary children in a mathematical problem solving activity. The involvement of preservice teachers with high and low mathematical anxiety levels was carefully observed in order to determine whether participa-tion in the activity helped prepare them to teach mathemat-ics. The study documented the preservice teachers' percep-tion of the activity as authentic (Myers, 1993). The analysis indicates that participation inemail activities can be authentic to the preservice teachers and that their participation can help prepare them to teach mathematics. Each case study participant was affected differently; these findings are shared in the paper.
Poole, D.M. (2000). An Email Activity: Preservice Teachers’ Perceptions of Authenticity. Journal of Technology and Teacher Education, 8(1), 13-28. Charlottesville, VA: Society for Information Technology & Teacher Education.
© 2000 Society for Information Technology & Teacher Education