Theoretically Framing the Pedagogy of Learning to Teach Mathematics With Technology
Allison McCulloch, University of North Carolina at Charlotte, United States ; Keith Leatham, Brigham Young University, United States ; Nina Bailey, University of North Carolina at Charlotte, United States ; Charity Cayton, East Carolina University, United States ; Kristen Fye, University of North Carolina at Charlotte, United States ; Jennifer Lovett, Middle Tennessee State University, United States
CITE Journal Volume 21, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Frameworks can influence the work of mathematics teacher educators (MTEs) in many different ways. Frameworks can suggest a structure around which MTEs design instruction, provide a common language for communicating with prospective teachers, and support prospective teachers as they design their own instruction. This paper reports findings related to the frameworks that MTEs are currently using in their work of preparing secondary mathematics teachers to teach with technology. Findings include a list of 17 frameworks, which fall into four categories with respect to their framing: (a) how students use and learn with technology, (b) the design and evaluation of technology tools and tasks, (c) how teachers use technology, and (d) how teachers learn to use technology. The individual frameworks within each category are discussed and implications for mathematics teacher educators are presented. Implications include a critical discussion of what is missing among the frameworks and challenges for the field.
McCulloch, A., Leatham, K., Bailey, N., Cayton, C., Fye, K. & Lovett, J. (2021). Theoretically Framing the Pedagogy of Learning to Teach Mathematics With Technology. Contemporary Issues in Technology and Teacher Education, 21(2), 325-359. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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