2013 – North American Chapter of the International Group for the Psychology of Mathematics Education
Presenters: Eryn M. Stehr, Lynette Guzman, and Adam Hakes
Poster title: Technology and algebra in secondary mathematics teacher preparation programs
Description: This study explores opportunities provided by teacher preparation programs for secondary mathematics PSTs to encounter technology in learning algebra and in learning to teach algebra. We define technology narrowly as electronic tools and software. This study is a qualitative analysis of pilot data gathered from a larger mixed-methods project (see Endnote). We compiled data about teacher preparation programs at three universities through a focus group of three or four graduating PSTs, interviews with mathematics and mathematics education instructors, and instructional materials for select courses at each site. We used recommendations from CBMS (2012) to develop an analytical framework focusing on: type of use, type of course, type of encounter, type of technological tool, and whether the PSTs are asked to think critically about the use or choice of technological tool for learning or learning to teach each particular algebraic topic. Our analysis includes a general overview of opportunities for PSTs to use technology in learning mathematics and in learning to teach mathematics. We then narrow our focus to examine these opportunities as they relate specifically to algebra.
Citation: Stehr, E., Guzman, L., & Hakes, A. (2013). Technology and algebra in secondary mathematics teacher preparation programs. Poster presented at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago. (link to proceedings)