For the purposes of this study, mathematics teacher education refers to pre-service teacher training, whether it be during coursework, field experiences, or other teacher training components.
Published in Chapter:
The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation over Four Decades
Sarah B. Bush (Bellarmine University, USA), Shannon O. Driskell (University of Dayton, USA),
Margaret L. Niess (Oregon State University, USA), David Pugalee (University of North Carolina – Charlotte, USA), Christopher R. Rakes (University of Maryland – Baltimore County, USA), and Robert N. Ronau (University of Cincinnati, USA)
Copyright: © 2015
|Pages: 27
DOI: 10.4018/978-1-4666-8403-4.ch001
Abstract
The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have pre-service teachers been prepared for teaching with these new technologies? Are they prepared for this educational revolution? This chapter presents an analysis of the impact of digital technologies in mathematics pre-service teacher preparation over the past four decades. The chapter examines how various technology types, content strands, grade-level bands, teacher outcomes, conceptual frameworks, research questions, and alignment with the Common Core State Standards for Mathematics (CCSSM) (CCSSO, 2010) Mathematical Practices (CCSSM-MP) have influenced the outcomes from mathematics teacher education papers and how this literature has affected teacher preparation. The goal of this examination is to identify recommendations for future mathematics teacher preparation research that show promise for revising mathematics teacher preparation in this digital age.