Preparing Prospective Mathematics Teachers to Teach with Technology: An Integrated Approach

为21世纪的高科技教室培养未来的数学教师是一项复杂的任务。美国国家数学教师委员会（2000年）和美国数学科学会议委员会（CBMS， 2002年）提倡在K-16数学学习中使用技术。鉴于技术不断变化的本质，重要的是，未来教师（pst）开发一种超越技术工具的具体特征的教学模式，以便他们能够就适当使用技术做出明智的决定（CBMS, 2002）。许多教师培训项目都侧重于使用技术来教授学校数学。在北卡罗莱纳州立大学（NCSU），所有中学数学教育专业的学生都要修一门技术数学教学课程。完整项目的目标是为这类课程开发模块形式的课程材料。这些模块为中、高中数学教师提供了发展的机会：1)对学校数学主题有更深的概念理解；2)熟练使用技术工具；3)有效的教学技巧；4)在使用技术工具解决数学任务时分析学生思维的能力。这个概念验证项目的具体目标是为数据分析和概率创建一个原型模块。虽然模拟和数据分析工具（例如，图形计算器，电子表格，Fathom, Probability Explorer）可能可用，但仍需要高质量的教师教育材料，以帮助数学教育教师适应和整合教学pst如何使用技术教授概率和数据分析的材料。模块的开发和测试包括起草计划，咨询委员会成员和pi之间关于计划的讨论，完成模块草案，在NCSU进行现场测试和评估，修改材料，并将修改后的材料发布到网上，以便在NCSU和其他一些机构进行进一步的现场测试。通过使用顾问委员会和数学顾问，北卡罗莱纳州的各种大学和组织都有代表，包括两所拥有大型教师培训计划的大学，一所私立大学，一所技术密集型中学和一个专门从事教育评估的组织。由于采用了模块化设计和电子格式，这些材料在数学教学方法课程中具有更广泛的影响，这些材料可以作为数学方法课程的一个单元（适用于6-8年级、9-12年级或6-12年级）使用，也可以作为在职教师专业发展的一部分。通过培养教师有效地在数学中使用技术，我们更广泛的影响还包括提高6-12年级学生的数学和技术素养。

Preparing prospective mathematics teachers for technology-equipped classrooms in the 21st century is a complex task. The National Council of Teachers of Mathematics (2000) and the Conference Board of Mathematical Sciences (CBMS, 2002) advocate the use of technology in learning K-16 mathematics. Given the changing nature of technology, it is important that prospective teachers (PSTs) develop a model of teaching and learning that goes beyond the specifics of a technology tool so that they are able to make informed decisions about the appropriate use of technology (CBMS, 2002). Many teacher preparation programs include a focus on the use of technology for teaching school mathematics. At North Carolina State University (NCSU), all middle and secondary mathematics education majors take a required Teaching Mathematics with Technology course. The goal of the full-scale project is to develop curriculum materials in the form of modules for this type of course. The modules provide opportunities for middle and secondary PSTs to develop: 1) deeper conceptual understanding of school mathematics topics 2) proficiency in using technology tools, 3) effective pedagogical techniques, and 4) abilities to analyze students' thinking when using technology tools to solve mathematical tasks. The specific objective for this proof-of-concept project is to create one prototype module for Data Analysis and Probability. Although simulation and data analysis tools (e.g., graphing calculators, spreadsheets, Fathom, Probability Explorer) may be available, there is a need for high quality teacher education materials to help mathematics education faculty become comfortable with and incorporate materials for teaching PSTs how to teach probability and data analysis with technology. The development and testing of the module include drafting plans, discussions among advisory board members and PIs about plans, completing the draft module, field testing and evaluating at NCSU, revising materials, and disseminating revised materials online for further field testing at NCSU and several other institutions. Through the use of an advisory board and mathematics consultant, diverse universities and organizations in North Carolina are represented, including two universities with large teacher preparation programs, a private university, a technology-intensive secondary school, and an organization specializing in educational evaluation. Because of the modular design and electronic format used, the materials have a broader impact across settings as they are used in a methods course focusing on the use of technology in the teaching of mathematics, as a unit within a mathematics methods course (for grades 6-8, 9-12, or 6-12), or as part of a professional development for inservice teachers. By preparing teachers to effectively use technology in mathematics, our broader impact also includes improving grade 6-12 students' mathematical and technological literacy.