ERIC Number: EJ1080476
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 13
Prospective Mathematics Teachers' Interactions with CAS-Based Textbook Elements
Davis, Jon D.
International Journal for Technology in Mathematics Education, v22 n3 p107-113 Jul-Sep 2015
This study investigated how a group of 10 prospective secondary mathematics teachers (PST) read, evaluated, and adapted a textbook lesson involving the symbolic manipulation capabilities of computer algebra systems (CASS). PST read the entire lesson and tended to focus on the organizing question at the beginning of the student lesson and the CAS-S sections of the lesson. PST frequently evaluated the lesson with respect to the teacher and whether lesson elements would promote student understanding. Only one PST evaluated the lesson with respect to the student and how the student might interpret lesson elements. There were five categories of curricular adaptations exhibited by PST: following, additive, mix, reductive, and adaptive. In general, the adaptations made to the lesson by PST were productive. These productive adaptations included asking students to make predictions before using CAS-S and understanding the hidden procedures used by the technology.
Descriptors: Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Textbooks, Teaching Methods, Computer Uses in Education, Educational Technology, Algebra, Methods Courses, Mathematics Curriculum, Curriculum Development, Textbook Content
Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire, SL1 8DF, UK. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail: firstname.lastname@example.org; Web site: http://www.researchinformation.co.uk/time.php
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A