Documenting a Developing Vision of Teaching Mathematics with Technology

Abstract

This chapter reports on a study of 39 Preservice Mathematics Teachers (PSMTs) enrolled in a course on mathematical problem solving with technology. Qualitative data were collected with the purpose of examining the extent to which the course was supporting the development of a vision of teaching with technology amongst secondary preservice mathematics teachers. Two findings are discussed. First, PSMTs developed a vision aligned with the vision provided by the National Council of Teachers of Mathematics Technology Principle. Second, PSMTs drew heavily on instructional experiences gained in the course to illustrate that emergent vision. The voices in this study challenge key assumptions that may be prevalent in current practice in the preparation of PSMTs.