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Instructional Technology Modeling by Mathematics Professors in Teaching Secondary Mathematics Pre-service Teachers: A Case Study
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, , New Mexico State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this case study was to examine the modeling of technology by mathematics professors in two universities in teaching required courses for secondary level pre-service mathematics teachers. Six professors participated in this case study. Their responses were documented in pre- and post-interviews and data were gathered from observations in the classes and course syllabi. To discover the modeling of technology in the professors’ own practices, two research questions were studied. The findings suggest that mathematics’ teaching philosophy did impact technology use, and how it’s modeled in teaching required mathematics courses for secondary level pre-service mathematics teachers. Four of the mathematics professors modeled the use of technology in accomplishing tedious calculation and demonstrating mathematics concepts. Two other participants modeled technology tools use beyond the use of doing calculation and demonstrating mathematics concepts.

Citation

Asing-Cashman, J. & Rutledge, D. (2012). Instructional Technology Modeling by Mathematics Professors in Teaching Secondary Mathematics Pre-service Teachers: A Case Study. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2694-2702). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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