Document Type

Conference Proceeding

Language

eng

Publication Date

2016

Publisher

University of Arizona

Source Publication

Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Source ISSN

978-0-692-62876-8

Abstract

Secondary mathematics teacher education programs across the United States opportunities for preservice teachers to make connections and encounter technology to varying degrees, despite recommendations from the Conference Board of the Mathematical Sciences. We explore the research question: What opportunities do secondary mathematics teacher preparation programs provide for preservice teachers to learn about connections and to encounter technologies in learning algebra and learning to teach algebra? We present patterns and examples of a wide range of opportunities that instructors provided related to algebraic connections and use of technology, based on data collected from five teacher education programs across the U.S.

Comments

Published version. Published as part of Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education 2016: 913-916. Permalink. © The Authors 2016. Used with permission.

Hyunyi Jung was affiliated with Calvin College at the time of publication.

Share

COinS