Supporting Teacher Candidates’ Depth Of Mathematics Content Knowledge And The Role Of Inspiration Software
Thursday, March 10 2:45 PM-3:05 PM
This article focuses on one teacher education program’s efforts to improve teacher candidates’ depth of mathematics content knowledge and provide evidence for this growth. The paper describes a mathematics content assignment cycle and the technological tool (Inspiration) students used to articulate their content knowledge development. We provide evidence of improved content understanding and how that was supported through the use of Inspiration software. Additionally, we provide anecdotal evidence of students’ perceptions of Inspiration’s support and constraints for their learning.