Contemporary Issues in Technology & Teacher Education has a whole new look, and article URLs have changed. We have found 2 articles that may match the URL you entered or followed:

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

by Steve Rhine, Pacific University; Rachel Harrington, Western Oregon University; & Brandon Olszewski, International Society for Technology in Education

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 mathematics teachers develop extensive knowledge of how students engage with concepts. Preservice teachers, on the other hand, do not have the same experience that they can 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 859 articles of research into multiple technology-based resources: (a) Encyclopedia of Algebraic Thinking, (b) Student Thinking Video Database, (c) Formative Assessment Database and Class Response System, and (d) Virtual Manipulatives. The technology is used in coursework to influence preservice teachers’ dispositions toward and understanding of students’ algebraic thinking.

Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers

by Tina Starling, North Carolina State University; & Hollylynne Lee, North Carolina State University

The authors present examples of analysis of online discourse and interactions among prospective middle-grades and secondary mathematics teachers in a technology methods course. The online group met synchronously using Elluminate Live! to study data analysis and probability with dynamic technology tools. Analysis of class sessions included broad lesson maps, which captured instructional decisions, big ideas related to content, use of technology, and general discourse. Critical episodes, where prospective teachers seemed to address common misconceptions and develop their own understandings about data analysis and probability, were identified and analyzed further. Trends related to design and management and discourse in the synchronous, online environment are reported, along with implications for further work with online technology methods courses.