Brigham Young University

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 characterize and better understand the preparation preservice secondary mathematics teachers from around the United States are receiving in the area of teaching mathematics with technology;

    •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

    Spring Reserach Conference, March 18, 2006 - Brigham Young University, Provo Ut

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

    Teachers Teaching with Technology (T^3) Regional Conference, March 3-4, 2006 - Las Vegas, NV

For the past 18 months, we have investigated how pre-service mathematics teachers are learning to teach mathematics with technology. Our findings come from a careful study of the latest literature blended with a nation-wide survey of university professors who teach mathematics-education 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

    The Association of Mathematics Teacher Educators (AMTE) January 26-28, 2006, Tampla, FL.

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

    Consortium of Mathematics Education Enhancement, April 2005 Cottonwood High School, Murray Ut

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 pre-service 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 collegiate-level 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 post-secondary 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.




Keith Leatham,
Brigham Young University
Department of Mathematics Education

Office: 268 TMCB
Phone: 422-2057
Email: kleatham@mathed.byu.edu





Joshua D. White    
Research Website
Personal Website
1526 Moon River Dr #8
Provo, UT 84604
Phone: 801-380-5959
Email: joshieposhy@yahoo.com<





Kalyan Upadhyaya
Personal Website
910 N 900 E #109
Provo, UT 84604
Phone: 801-376-4098
Email: kalyanup@hotmail.com


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."

-The Technology Principle, NCTM





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