Resources for Learning to Teach Mathematics with Technology 
This website contains valuable resources for
anyone who wishes to help preservice and for inservice mathematics
teachers learn about teaching mathematics with technology. The
resources have been compiled from mathematics educators from all over
the United States, many of whom teach courses in this area. Please feel
free to use these resources in your teaching. In exchange for their
use, however, we ask that you help us further expand the resources by
sending us other resource you have used.

We would much appreciate your feedback.
If you would like to submit a resource that we have not listed or if you have any questions or comments please email them to: math.tech.resources@gmail.com Here are some model classrooms
where preservice mathematics teachers learn to teach mathematics using technology. Undergraduate Courses Keith R. Leatham: MTHED 308 Fall 2003 MTHED 308 Winter 2003 Edwin M. Dickey: Home Page EDSE 770 Technology Syllabus Student Webpages John Olive: EMAT 3500 Spring 2006 EMAT 3500 Fall 2005 EMAT 3500 Fall 2004 EMAT 3500 Fall 2003 Graduate Courses Jim Wilson: EMAT 6680 Fall 2005 EMAT 6690 Spring 2006 EMAT 6700 Spring 2002 Jim's GSP Lessons Characterizing
the Preparation of Preservice Secondary Mathematics Teachers to Teach
Mathematics with Technology
This study has gathered information from university professors regarding the technology preparation their preservice secondary mathematics teachers receive, with the following purposes:
•to create an online resource from which mathematics educators can get activities, rich mathematical problems, and references for use in preparing preservice secondary mathematics teachers to teach and learn mathematics with technology; •to prepare to adapt these materials for use in professional development programs with inservice mathematics teachers. Website Mathematics educators' lack of a central hub of resources with regard to teaching future mathematics teachers to integrate technology inspired the creation of this website. Contained within is a large list of reading and explorations sorted by both subject and technology. In addition, the site contains research project information and an area for new resources submission PowerPoint Presentations Principle Governing Learning to Teach Mathematics with Technology
Future mathematics teachers are introduced to content specific technologies in several different ways. Some university programs offer a mathematics education technology (MET) course, while others integrate technology into regular content or methods courses. Through a study of undergraduate mathematics education programs, I have identified the common course objectives related to technology. I will compare those universities that have an MET course with those that do not, and discuss connections with four technology learning principles for preservice teachers set forth by Joan Hughes (2004). I will argue that unless mathematics education programs require an MET course it is unlikely that they will prepare adequately their future mathematics teachers to teach mathematics with technology. Technology in the Mathematics Classroom—Present and Future
For the past 18 months, we have investigated how preservice mathematics teachers are learning to teach mathematics with technology. Our findings come from a careful study of the latest literature blended with a nationwide survey of university professors who teach mathematicseducation technology (MET) classes and a close look into actual classrooms where technology plays a major role. We will describe the most common objectives found in MET classes and vignettes that display how calculators can be used to increase zones of proximal development< Characterizing the Preparation of Preservice Secondary Mathematics Teachers to Teach Mathematics with Technology
A characterization of the three most common models of technology professional development in preservice mathematics teacher education, as revealed through a survey of approximately 100 mathematics teacher educators from around the country, were discussed, along with guiding principles and supporting materials derived therefrom and from the literature Learning to Teach Mathematics with Technology: Experiences as Students, (Future) Teachers and
Come learn about the kinds of experiences that Brigham Young University and other institutions are providing for preservice teachers in the area of learning and teaching mathematics with technology. Two preservice teachers and a university professor will discuss their joint experience, which began in a college course focused on learning and teaching mathematics with technology and continued through their involvement in a research study of similar courses taught at more than 50 colleges and universities around the country. Technologies used in Learning to Teach Mathematics with Technology Spring Research Conference, March 2005 Brigham Young University, Provo Ut With the advent of powerful calculators, computer algebra systems, dynamic geometry software and the Internet; technology has gained a foothold in the mathematics classroom. To help understand how these technologies find their way into the classroom, I have participated in conducting a nationwide study regarding how technologies are being taught to preservice secondary mathematics teachers. I will discuss prevalent technologies that are chosen to facilitate learning to teach secondary mathematics with technology and the attributes of these technologies that contribute to this prevalence Assignments that Facilitate Learning to Teach Mathematics with Technology Spring Research Conference, March 2005 Brigham Young University, Provo Ut BYU’s Department of Mathematics Education is unique among collegiatelevel schools across the United States, but that does not mean that it is alone in its goals. This presentation will address the ways that other postsecondary schools are teaching their preservice students about technology and how to use it to enhance their future secondary mathematics classrooms. More specifically, the presentation will concentrate on the kinds of assignments given to develop preservice teachers’ understanding of technology and its uses. I will discuss different types of assignments that are used, the justifications behind those assignments, and how a variety of assignments can be used in order to accomplish similar learning objectives.

In order
to increase the number of resources on this website, we have provided a
feedback section where you may submit readings or explorations for
posting on this site. Also, we welcome comments and suggestions.
"One needs to be careful not to give the
impression that technology itself makes the difference in teaching and
learning. It is, of course, not the technology that makes the
difference but rather how it is used and by whom." M. Kathleen Heid
"Technology is essential in teaching and
learning mathematics; it influences the mathematics that is taught and
enhances students' learning." 