Abstract
This chapter details a design-based research study that focused on developing effective approaches for pre-service teachers to integrate technology in the mathematics classroom. Using an iterative design cycle, the researcher developed three practice-based assignments during an elementary mathematics methods course that were designed to promote pre-service teachers’ technology pedagogical content knowledge. These practice based assignments allowed the participants to (a) analyze effective technology tools for mathematics teaching and learning; (b) evaluate applets that supported a vertical learning progression on a specific mathematics concept; and (c) design , implement and reflect on a mathematics lesson where technology amplified the mathematics teaching and learning. By creating pre-service teachers’ own practical image of practice after implementing the technology integrated lessons in the field, pre-service teachers gained a better “picture of practice” of ambitious teaching in the mathematics classroom where effective integration of technology helped construct students’ mathematical understanding.
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Suh, J.M. (2016). Ambitious Teaching: Designing Practice-Based Assignments for Integrating Virtual Manipulatives into Mathematics Lessons. In: Moyer-Packenham, P. (eds) International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives. Mathematics Education in the Digital Era, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-319-32718-1_13
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DOI: https://doi.org/10.1007/978-3-319-32718-1_13
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