Changes of two preservice teachers' conceptions of tool-based mathematics software

Preservice teachers do not feel prepared to teach mathematics using technology. Mathematics-based tools have the potential to enhance instruction and support student growth and understanding. To address learning mathematics using tools, a categorization of mathematics software was developed and used to instruct preservice teachers. The potential to use mathematics-based software as a tool to enhance student thinking and development is discussed and the affordances and constraints of the categories are outlined. There are 5 categories of tool-based mathematics software that can be used to support a mathematics curriculum: (1) Review and Practice; (2) General; (3) Specific; (4) Environments; and (5) Communication tools.;Software explorations and examinations were conducted by preservice teachers through the use of modeling, discrimination of tools, reflections, electronic communication and heuristic questioning based on the software features. The broad exposure of the software along with investigations into the affordances and constraints of the features allowed the preservice teachers to develop an understanding of the ways software support learning.;An elementary preservice teacher and a secondary mathematics preservice teacher were examined. Changes in thinking that occurred as a result of the course design are analyzed primarily using repertory grid techniques supported by heuristic questions, transcripts, reflections and communication group correspondence. Results indicated that the preservice teachers developed deeper and broader understandings of mathematics-based software. Cluster analysis revealed that their classifications corresponded closely to the 5-category model of technology tool use designed and integrated into the course. Constructs expanded; the preservice teachers gained the ability to distinguish between the features and describe how these features support or hinder the learning process of their future students. Heuristic answers provided insight into the ways in which preservice teachers viewed the use of the different classes of software to teach mathematics as related to their theories of learning.;This is a plausible curriculum model and was reasonably grasped by the preservice teachers with a 6-week structured exposure and analysis of the 5 types of mathematics-based software. Using the described techniques allowed preservice teachers to attain a better understanding of mathematics-based software and features in an effective and reasonable manner.