Skip to main content
SpringerLink
Log in

Technology in Mathematics Teacher Education on Trust and Pitfalls

  • Chapter
  • First Online:
STEM Teachers and Teaching in the Digital Era

  • 880 Accesses

Abstract

Availability of easily accessible computational tools undoubtedly affects teaching and learning of mathematics. However, with technological advances often comes a blind trust in the reliability and accuracy of the digital information and unquestioned dependence on it. I focus on pitfalls in understanding mathematical ideas associated with the use of digital technology. I analyze examples in which the accessed or derived information is either incorrect or incomplete and therefore misleading, and argue for further attention to fidelity of technology in teacher education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Association of Mathematics Teacher Educators. (2009). Mathematics TPACK (Technological Pedagogical Content Knowledge) Framework. Retrieved Dec 1, 2017 from https://amte.net/sites/all/themes/amte/resources/MathTPACKFramework.pdf

  • Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. Available online at amte.net/standards. Retrieved December 1, 2017 from https://amte.net/sptm

  • Bos, B. (2009a). Virtual math objects with pedagogical, mathematical, and cognitive fidelity. Computers in Human Behavior, 25(2), 521–528.

    Article  Google Scholar 

  • Bos, B. (2009b). Technology with cognitive and mathematical fidelity: What it means for the math classroom. Computers in the Schools, 26(2), 107–114.

    Article  Google Scholar 

  • Burrill, G. (2017). Designing interactive dynamic technology activities to support the development of conceptual understanding. In A. Leung & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks: Potential and pitfalls (pp. 303–328). Cham, Switzerland: Springer.

    Chapter  Google Scholar 

  • Dick, T. P. (2007). Keeping the faith, fidelity in technological tools for mathematics education. In G. W. Blume & M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Vol. 2. Cases and perspectives (pp. 333–339). Charlotte, NC: Information Age.

    Google Scholar 

  • Harel, G. (2008). DNR perspective on mathematics curriculum and instruction, part II (Vol. 40, pp. 893–907). Zentralblatt für Didaktikder Mathematik.

    Google Scholar 

  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved July 8, 2017 from http://www.citejournal.org/vol9/iss1/general/article1.cfm

  • Koichu, B., & Zazkis, R. (2013). Decoding a proof of Fermat’s Little Theorem via script writing. Journal of Mathematical Behavior, 32, 364–376.

    Article  Google Scholar 

  • Kontorovich, I., & Zazkis, R. (2016). Turn vs. shape: Teachers cope with incompatible perspectives on angle. Educational Studies in Mathematics, 93(2), 223–243.

    Article  Google Scholar 

  • Lakatos, I. (1976). Proofs and refutations. Cambridge, MA: Cambridge University Press.

    Book  Google Scholar 

  • Leung, A., & Baccaglini-Frank, A. (2017). Introduction. In A. Leung & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks: Potential and pitfalls (pp. vii–xvi). Cham, Switzerland: Springer.

    Chapter  Google Scholar 

  • Mason, J., & Zazkis, R. (2019, online first). Fooled by rounding. Digital Experiences in Mathematics Education.

    Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Olive, J., Makar, K., Hoyos, V., Kor, L., Kosheleva, O., & Strässer. (2010). Mathematical knowledge and practices resulting from access to digital technologies. In C. Hoyles & J. Lagrange (Eds.), Mathematics education and technology – Rethinking the terrain (the 17th ICMI study) (pp. 133–178). New York, NY: Springer.

    Google Scholar 

  • Polygon. (n.d.). In Wikipedia. Retrieved December 2, 2017, from http://en.wikipedia.org/wiki/Polygon

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Article  Google Scholar 

  • Sirotic, N., & Zazkis, R. (2007). Irrational numbers: The gap between formal and intuitive knowledge. Educational Studies in Mathematics, 65(1), 49–76.

    Article  Google Scholar 

  • Stavy, R., & Tirosh, D. (2000). How students (mis-)understand science and mathematics: Intuitive rules. NewYork, NY: Teachers College Press.

    Google Scholar 

  • Talk: polygon. (n.d.). In Wikipedia. Retrieved December 13 2014, from http://en.wikipedia.org/wiki/Talk:Polygon

  • Thanheiser, E., Whitacre, I., & Roy, G. J. (2014). Mathematical content knowledge for teaching elementary mathematics: A Focus on whole-number concepts and operations. The Mathematics Enthusiast, 11(2), 217.

    Article  Google Scholar 

  • Zazkis, D. (2014). Proof-scripts as a lens for exploring students’ understanding of odd/even functions. Journal of Mathematical Behavior, 35, 31–43.

    Article  Google Scholar 

  • Zazkis, R., & Kontorovich, I. (2016). A curious case of superscript (-1): Prospective secondary mathematics teachers explain. Journal of Mathematical Behavior, 43, 98–110.

    Article  Google Scholar 

  • Zazkis, R., Sinclair, N., & Liljedahl, P. (2013). Lesson play in mathematics education: A tool for research and professional development. Dordrecht, The Netherlands: Springer.

    Book  Google Scholar 

  • Zazkis, R., & Sirotic, N. (2010). Representing and defining irrational numbers: Exposing the missing link. Research in Collegiate Mathematics Education, 7, 1–27.

    Google Scholar 

  • Zazkis, R., & Zazkis, D. (2014). Script writing in the mathematics classroom: Imaginary conversations on the structure of numbers. Research in Mathematics Education, 16(1), 54–70.

    Article  Google Scholar 

  • Zazkis, R., Liljedahl, P. & Sinclair, N. (2009). Lesson Plays: Planning teaching vs. teaching planning. For the Learning of Mathematics, 29(1), 40–47.

    Google Scholar 

  • Zbiek, R. M., Heid, M. K., Blume, G. W., & Dick, T. P. (2007). Research on technology in mathematics education: A perspective of constructs. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1169–1207). Charlotte, NC: Information Age.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Simon Fraser University, Burnaby, BC, Canada

    Rina Zazkis

Authors
  1. Rina Zazkis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rina Zazkis .

Editor information

Editors and Affiliations

  1. Seymour Fox School of Education, Hebrew University of Jerusalem, Jerusalem, Israel

    Yifat Ben-David Kolikant

  2. Faculty of Education, University of Windsor, Windsor, ON, Canada

    Dragana Martinovic

  3. Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia, Vancouver, BC, Canada

    Marina Milner-Bolotin

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Zazkis, R. (2020). Technology in Mathematics Teacher Education on Trust and Pitfalls. In: Ben-David Kolikant, Y., Martinovic, D., Milner-Bolotin, M. (eds) STEM Teachers and Teaching in the Digital Era. Springer, Cham. https://doi.org/10.1007/978-3-030-29396-3_13

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-29396-3_13

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-29395-6

  • Online ISBN: 978-3-030-29396-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation