Abstract
This chapter documented a mathematics teacher educator’s development in the domain of technological pedagogical content knowledge (TPACK) through the examination of the changes she made to the way technology was used in the course and the rationales behind those changes over four semesters. Challenges and opportunities that arose from making these changes were also identified. Such an account opens dialogues among mathematics teacher educators to critically examine our uses of technology in courses for future teachers. Implications for teacher education were also discussed.
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Notes
- 1.
I would like to acknowledge the other instructors’ influence on many of the decisions and reflections discussed in the rest of the chapter as we shared the same course materials, including assessments, and met weekly to discuss various course-related matters.
- 2.
Many factors prompted the switch from Geometer’s Sketchpad to GeoGebra; a discussion of these factors is beyond the scope of this chapter.
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Lo, JJ. (2018). A Self-study of Integrating Computer Technology in a Geometry Course for Prospective Elementary Teachers. In: Stylianides, G., Hino, K. (eds) Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68342-3_3
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