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Transforming Mathematics Teacher Knowledge in the Digital Age through Iterative Design of Course-Based Projects
Abstract
This research in this chapter highlights a self-study of three university faculty members who were aimed at improving the design of an Elementary Mathematics Technology Integration Course (EMTIC). The self-study used the faculty unique research lenses and expertise in mathematics education and educational technology to redesign the performance based assignments to better prepare the teacher candidates to integrate technology into their mathematics teaching. This collaboration required faculty members to: 1) Reflect on their beliefs about technology integration; 2) Evaluate their current teaching practices; and 3) Adapt the design of their course assignments to better meet the skills required of teachers and students in the 21st century.
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