Source: Journal of Technology and Teacher Education, 23(1), January 2015, p. 29-51
This study aimed to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction.
The participants were graduates of a technology-rich mathematics teacher educator program.
Data were collected through interviews conducted at the beginning and end of the study concerning their motives for using technology in teaching mathematics, observations,
and electronic artifacts used in the classroom instruction.
The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics.
These findings have implications for technology integration in teacher preparation programs.