TY - JOUR
T1 - Using a functional approach to change preservice teachers’ understanding of mathematics software
AU - Kurz, Terri
AU - Middleton, James
N1 - Funding Information:
A grant from the United States Department of Education provided partial support for the activities reported in this manuscript (#P336B990064). The opinions expressed are solely those of the authors and do not reflect the opinions of the United States Department of Education.
PY - 2006
Y1 - 2006
N2 - This study examined the structure of two preservice teacher’ understandings of educational software in mathematics using repertory grid techniques. Specifically, the study focused on how teacher educators can enable preservice teachers to discern the features of mathematics software, and develop pedagogical goals that reflect the affordances and constraints of available tools. Results showed a deepening of knowledge and a differentiation of knowledge following experiences of exploration, evaluation, and comparison of different types of software. Results imply that directing preservice teachers’ attention to utilizing the functional characteristics of software for developing plans and for the design of instruction may be fruitful for more effective integration of software in their future teaching. However, participants’ preexisting content knowledge and their pedagogical worldview tempered this effect.
AB - This study examined the structure of two preservice teacher’ understandings of educational software in mathematics using repertory grid techniques. Specifically, the study focused on how teacher educators can enable preservice teachers to discern the features of mathematics software, and develop pedagogical goals that reflect the affordances and constraints of available tools. Results showed a deepening of knowledge and a differentiation of knowledge following experiences of exploration, evaluation, and comparison of different types of software. Results imply that directing preservice teachers’ attention to utilizing the functional characteristics of software for developing plans and for the design of instruction may be fruitful for more effective integration of software in their future teaching. However, participants’ preexisting content knowledge and their pedagogical worldview tempered this effect.
KW - Mathematics education
KW - Mathematics-based software
KW - Personal constructs theory
KW - Preservice teachers
KW - Technology integration
UR - http://www.scopus.com/inward/record.url?scp=79954540025&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79954540025&partnerID=8YFLogxK
U2 - 10.1080/15391523.2006.10782472
DO - 10.1080/15391523.2006.10782472
M3 - Article
AN - SCOPUS:79954540025
SN - 1539-1523
VL - 39
SP - 45
EP - 65
JO - Journal of Research on Technology in Education
JF - Journal of Research on Technology in Education
IS - 1
ER -