Developing Techno-Pedagogical Skills in Preservice Elementary Mathematics Teachers
Abstract: This study was designed to explore the role of a dynamic geometry course on pre-service teachers’ techno-pedagogical skills about the use of technology in mathematics classroom. During 2010-2011 academic year spring semester eighteen pre-service teachers participated in this study. The research method of the study is a case study. Interviews, observations, lecturer products, student products and reflection papers were used as a data collection tools. The results of the study showed that technology based courses help pre-service teachers to obtain techno-pedagogical skills about mathematics and conceptual understanding related to use of technology in mathematics classroom. Pre-service teachers think that dynamic technology-supported instruction presents an opportunity to enhance mathematical reasoning and explore various conjectures of mathematics. Dynamic software packages such as Geogebra is vital in raising student awareness, challenging their conceptual understanding and motivating students to learn mathematics.
Presider: Kathryn Shafer, Ball State University