Home PublicationsJRTEPast IssuesVolume 39 Number 1: Fall 2006

	Edited by Dr. Lynne Schrum, George Mason University
formerly Journal of Research on Computing in Education

Volume 39 Number 1 Fall 2006

Using a Functional Approach to Change Preservice Teachers’ Understanding of Mathematics Software

Terri L. Kurz 
California State University, Bakersfield
James A. Middleton
Arizona State University

Abstract

This study examined the structure of two preservice teachers’ understandings of educational software in mathematics using repertory grid techniques. Specifically, the study focused on how teacher educators can enable preservice teachers to discern the features of mathematics software, and develop pedagogical goals that reflect the affordances and constraints of available tools. Results showed a deepening of knowledge and a differentiation of knowledge following experiences of exploration, evaluation, and comparison of different types of software. Results imply that directing preservice teachers’ attention to utilizing the functional characteristics of software for developing plans and for the design of instruction may be fruitful for more effective integration of software in their future teaching. However, participants’ preexisting content knowledge and their pedagogical worldview tempered this effect.

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Contributors and Contact

Terri L. Kurz
California State University, Bakersfield
9001 Stockdale Highway
Bakersfield, CA 93311
tkurz@csub.edu

James A. Middleton
Arizona State University
PO Box 871011
Tempe, AZ 85287-1011
jimbo@asu.edu

Copyright © 2006, ISTE (International Society for Technology in Education). All rights reserved.