PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
A mathematics teacher educator’s use of technology in a content course focused on covariational reasoning
Page: 667
The actions of mathematics teacher educators (MTEs) are an underrepresented area of mathematics education research. Likewise, researchers have argued that a pressing area of need in mathematics education is investigating how to support students’ covariational reasoning. The purpose of this proposed study is to investigate an MTE’s use of technology to engender covariational reasoning in a content course designed for pre-service teachers. Through the lens of Carlson et al.’s (2002) covariation framework and related theories, I will analyze interview and observation data in order to provide insights into the ways in which an MTE conceptualizes the use of technology in his classroom as well as how he plans to implement it to engender covariational reasoning. Additionally, I will focus on the way in which the MTE implements the technology including how students in the classroom reason about quantities that vary through the instructor’s use of technology.