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

准备未来的数学教师在技术装备的教室在21世纪世纪是一项复杂的任务。全国数学教师理事会（2000年）和数学科学会议委员会（CBMS，2002年）提倡在学习K-16数学中使用技术。鉴于技术的不断变化的性质，重要的是，未来的教师（PST）开发的教学模式，超越了技术工具的细节，使他们能够作出明智的决定，适当使用技术（CBMS，2002年）。 许多教师培训计划都侧重于使用技术来教授学校数学。在北卡罗来纳州州立大学（NCSU），所有初中和高中数学教育专业的学生都必须参加技术数学教学课程。全面项目的目标是为这类课程编制单元形式的课程材料。这些单元为初中和中学的小学和初中学生提供了机会，以发展：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;以及4）在使用技术工具解决数学问题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、概率探索器）可能是可用的，因此需要高质量的教师教育材料，以帮助数学教育教师熟悉并结合用于教导PST如何用技术教授概率和数据分析的材料。该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进行实地测试和评估、修订材料以及在线传播修订后的材料，以便在NCSU和其他几个机构进行进一步的实地测试。通过使用顾问委员会和数学顾问，代表了北卡罗来纳州的不同大学和组织，包括两所拥有大型教师培训项目的大学、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。由于使用的模块化设计和电子格式，这些材料具有更广泛的影响，因为它们被用于方法课程，重点是在数学教学中使用技术，作为数学方法课程（6-8年级，9-12年级或6-12年级）的一个单元，或作为在职教师专业发展的一部分。通过帮助教师有效地使用数学技术，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.