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Contribution to Book
Supporting Preservice Teachers’ Use of Connections and Technology in Algebra Teaching and Learning
Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2016)
  • Eryn M. Stehr, Georgia Southern University
  • Hyunyi Jung, Marquette University
  • Jill Newton, Purdue University
  • Sharon L. Senk, Michigan State University
Abstract
Secondary mathematics teacher education programs across the United States opportunities for preservice teachers to make connections and encounter technology to varying degrees, despite recommendations from the Conference Board of the Mathematical Sciences. We explore the research question: What opportunities do secondary mathematics teacher preparation programs provide for preservice teachers to learn about connections and to encounter technologies in learning algebra and learning to teach algebra? We present patterns and examples of a wide range of opportunities that instructors provided related to algebraic connections and use of technology, based on data collected from five teacher education programs across the U.S.
Keywords
  • Supporting,
  • Preservice teachers,
  • Connections,
  • Technology,
  • Algebra,
  • Teaching,
  • Learning
Disciplines
Publication Date
November, 2016
Editor
Marcy B. Wood, Erin E. Turner, Marta Civil, and Jennifer A. Eli
Publisher
University of Arizona
ISBN
978-0-692-62876-8
Citation Information
Eryn M. Stehr, Hyunyi Jung, Jill Newton and Sharon L. Senk. "Supporting Preservice Teachers’ Use of Connections and Technology in Algebra Teaching and Learning" Tucson, AZProceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2016) p. 913 - 916
Available at: http://works.bepress.com/eryn-stehr/5/