Integrating graphing technology into teacher education: a case study of an algebra program for prospective secondary school mathematics teachers

Abstract

The use of technology to facilitate algebraic learning has recently flourished. Using graphing technology, researchers have found that it becomes very natural to add visualisation to the standard algebraic techniques used in the mathematics curriculum. In particular, students utilising computer graphing have been found to solve more complex equations, even equations that do not admit an algebraic solution. The research literature also supports the enhancement of algebraic thinking in students through open-ended and exploratory activities that focus on applications, alternative representations of functions, and the use of graphing technology. This case study investigated a pre-service education course for prospective secondary school mathematics teachers which utilised activities, such as those described above, that were especially well facilitated through the use of graphing technology.