UNDERGRADUATE PRIMARY TEACHERS’ PREPAREDNESS TO USE NATIONAL MATHEMATICAL SOFTWARE IN THE CLASSROOM

Spyros Doukakis and Maria Chionidou-Moskofoglou
Dept. of Primary Education
University of the Aegean
Greece

Eleni Mangina-Phelan
School of CS and Informatics
University College Dublin
Ireland

Twenty-five final-year undergraduate students of primary education who were attending a course on mathematics education participated in a research project during the 2009 spring semester. Based on the Technological, Pedagogical and Content Knowledge framework (Mishra & Koehler, 2006) and Cobb, Confrey, diSessa, Lehrer, and Schauble’s (2003) experiment design procedure, the course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate students. This article presents the course design, the research procedure and the pathways for the integration of educational software and mathematical scenarios into final year undergraduate student teaching practices.

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