Preservice Teachers’ Evolving Knowledge Around Technology for Teaching Mathematics

This study aims to understand how preservice teachers (PSTs) develop knowledge to decide what technology to implement for teaching and learning mathematics, as well as how and why . The intervention engaged elementary PSTs in a lesson driven by technology, during which they took on the role of learners exploring the technology and then the role of teachers as they reflected on the lesson implementation and discussed pedagogy. The results indicate shifts in how PSTs envision using technology to teach mathematics and in their overall technological pedagogical content knowledge. PSTs gained a deeper understanding of the content-rich experiences technology can provide. Implications include the need to provide opportunities for PSTs to explore technology’s potential to contribute to students’ mathematical learning.