You are here:

Pre-Service Mathematics Teachers’ Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets

, University of Cape Coast, Ghana ; , University of Twente, Netherlands

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


Mathematics education research has shown that too few students have adequate mathematics comprehension or problem-solving skills. To make up for this lapse in student outcomes, mathematics teachers should be among the most enthusiastic in seeking to maximize technologies’ potential to develop student understanding, stimulate student interest, and increase student mathematics proficiency. In this study, pre-service mathematics teachers worked in teams to develop their knowledge and skills in designing activity-based lessons supported by spreadsheets. The pre-service teachers developed and demonstrated their knowledge and skill adequately during the design and enactment of their lessons. The results also showed that, the activity-based lessons supported by spreadsheets served a useful pedagogical approach, impacted on student learning outcomes and has the potential of improving teaching and learning mathematics in secondary education


Agyei, D. & Voogt, J. (2012). Pre-Service Mathematics Teachers’ Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4322-4329). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .


View References & Citations Map


  1. Agyei, D.D., & Voogt, J.M. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers’ use of technology. Computers& Education, 56, 91– 100.
  2. Beauchamp, G., & Parkinson, J. (2008). Pupils’ attitudes towards school science as they transfer from an ict-rich primary school to a secondary school with fewer ict resources: Does ICT matter? Education Information Technology, 13, 103-118.
  3. Bottino, R.M. & Robotti, E. (2007). Transforming classroom teaching and learning through technology: Analysis of a case study. Educational Technology& Society, 10(4), 174-186.
  4. Hartsell, T., Herron, S., Fang, H., & Rathod, A. (2009). Effectiveness of professional development in teaching mathematics and technology applications. Journal of Educational Technology Development and Exchange, 2(1), 53-6.
  5. Hmelo-Silver, C.E., Duncan, R.G., & Chinn, C.A. (2008). Scaffolding and achievement in problem-based inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 2, 99-107.
  6. Keong, C., Horani, S., & Daniel, J. (2005). A study on the use of ICT in mathematics teaching. Malaysian Online Journal of Instructional Technology, 2(3), 43-51.
  7. Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist 59 (1): 14– 19.
  8. Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  9. Mullis, I.V.S., Martin, M.O., & Foy, P. (2008). International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  10. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA.
  11. Niess, M.L., Sadri, P., & Lee, K. (2007, April). Dynamic spreadsheets as learning technology tools: Developing teachers’
  12. Shulman, L.S.(1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
  13. So, H. & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology 25(1), 101-116.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact