Mar Moreno

Prospective Mathematics Teachers’ Perspectives on Technology

This chapter examined prospective secondary mathematics teachers’ perspectives on the role that technological resources play in supporting students’ learning. In particular, we study prospective teachers’ pedagogical reasoning in order to understand their decisions about the use of technology and their effects on students’ mathematics learning. We analysed prospective secondary teachers’ lesson plans on teaching mathematics through problem solving by integrating technology. Prospective secondary mathematics teachers’ perspectives on the use of technology for supporting students’ mathematical learning varied in two dimensions: (i) how technological resources are used, and (ii) what mathematical activity that prospective teachers should present to support students’ learning. These dimensions are related to the idea of instrumental integration that is used to describe how teachers organize the conditions for instrumental genesis. We identified three ways of integrating technological resources.

Revisiting Mathematical Textbooks Problems in a Technology Enhanced Learning Environment

We analyse and discuss the extent to which the systematic use of digital tools offers prospective and practicing high school teachers an opportunity to construct and explore dynamic models of textbook problems in terms of visual, empirical, and geometric reasoning. In this context, the use of the tool not only offers them novel ways to think of the tasks, but also to engage in problem solving activities to extend and look for connections of the initial statements. Thus, the use of technologies provides learners a set of affordances to represent and explore dynamically textbook problems and to look for and support mathematical relationships.