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The Role of Technology in Increasing Preservice Teachers’ Anticipation of Students’ Thinking in Algebra
PROCEEDINGS

, Willamette University, United States ; , Western Oregon University, United States ; , ISTE, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The collision between a growing, inexperienced teaching force and students’ algebra struggles should be one of great concern. A collaboration of four public and private universities in Oregon restructured Mathematics Methods courses for preservice teacher candidates by using the affordances of technology to counteract this loss of experience. Over time, veteran math teachers develop extensive knowledge of how students engage with concepts. Preservice teachers on the other hand, do not have that same experience to rely upon to anticipate important moments in the learning of their students. To address preservice teachers’ lack of experience with student thinking the Algebraic Thinking Project synthesized over 800 articles of research into multiple technology-based resources: 1. Encyclopedia of Algebraic Thinking, 2. Student Thinking Video Database, 3. Formative Assessment Database & Class Response System, and 4. Virtual Manipulatives.

Citation

Rhine, S., Harrington, R. & Olszewski, B. (2014). The Role of Technology in Increasing Preservice Teachers’ Anticipation of Students’ Thinking in Algebra. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2298-2316). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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