Source: Journal of Mathematics Teacher Education, Volume 14, Issue 4, pp 285-304. (August 2011)
The purpose of this article is to suggest that the heart of sound technological implementation is to encourage students to use whatever tools are available to explain the mathematical relations that underlie what they observe on the screen.
The authors suggest ways in which Mishra and Koehler’s construct of Technological Pedagogical Content Knowledge may be customized to provide a framework for guiding prospective teachers’ efforts to develop and assess lesson plans that use technology in novel and effective ways.
Data are presented in the form of two contrasting case studies to illustrate the differing degrees to which prospective mathematics teachers leveraged technology to teach themselves and their future students to explain the mathematics behind various topics.