The Presentation of Technology for Teaching and Learning Mathematics in Textbooks: Content Courses for Elementary Teachers
Dustin Jones, Victoria Hollas, Mark Klespis, Sam Houston State University, United States
CITE Journal Volume 17, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article presents an overview of the ways technology is presented in textbooks written for mathematics content courses for prospective elementary teachers. Six popular textbooks comprising a total of more than 5,000 pages were examined, and 1,055 distinct references to technology were identified. These references are coded according to location within the textbook, role of technology, and type of technology. The treatment of technology varied across the textbooks in the sample. The number of references to technology ranged from 71 to 451. Two textbooks mentioned technology on less than 10% of the pages, while one mentioned technology on over one fourth of the pages. For each textbook, the majority of references were to mathematical action technologies. Across the sample, calculators, websites, and e-manipulatives were most frequently mentioned. Examples of textbook activities that may influence the development of technological pedagogical content knowledge in prospective elementary teachers are provided. Recommendations are made for future directions in curriculum development and research to address the challenge of preparing teachers to effectively teach mathematics in the digital age.
Jones, D., Hollas, V. & Klespis, M. (2017). The Presentation of Technology for Teaching and Learning Mathematics in Textbooks: Content Courses for Elementary Teachers. Contemporary Issues in Technology and Teacher Education, 17(1), 53-79. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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