Abstract
When technology is used in classrooms new interactions among students, the teacher, and technology are enabled. The purpose of this study was to examine the ways pre-service mathematics teachers implemented technology-based tasks with individual advanced middle-school students. Pre-service teachers posed questions that focused students on features of technology and geometry in different classifiable ways. In particular, there were instances when teachers focused only on mathematics or technology. There were also instances when the teacher suggested students use the technology for the purpose of noticing mathematics and other times when the teacher would pose a mathematics question or statement with the assumption that students would use technology in response. Analysis of six pre-service teachers’ is provided along with a classification system.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
