The process of investigating authentic student mathematical work with a goal of understanding student mathematical thinking.
Published in Chapter:
Eliciting Pre-Service Secondary Mathematics Teachers' Technological Pedagogical Function Knowledge
Jennifer N. Lovett (Middle Tennessee State University, USA), Lara K. Dick (Bucknell University, USA), Allison W. McCulloch (University of North Carolina at Charlotte, USA), Milan F. Sherman (Drake University, USA), Cyndi Edgington (North Carolina State University, USA), Cecilia Anne Wanner (Middle Tennessee State University, USA), and Samuel D. Reed (Middle Tennessee State University, USA)
Copyright: © 2019
|Pages: 25
DOI: 10.4018/978-1-5225-7001-1.ch017
Abstract
The purpose of this study was to examine the evidence of technological pedagogical function knowledge that preservice secondary mathematics teachers (PSMTs) exhibited through engaging in a module in which they examine artifacts of students' mathematical thinking with technology. Three cases are presented to describe the evidence of technological pedagogical function knowledge that was elicited through engagement with the module. Findings show that the module was successful in eliciting PSMTs' function knowledge, technological function knowledge, and technological pedagogical function knowledge. Differences in the manners in which these knowledges were elicited are discussed and implications for teachers of PSMTs are shared.