Research Information System
in: The Mathematics Teacher in the Digital Era - International Research on Professional Learning and Practice, Alison Clark-Wilson,Ornella Robutti,Nathalie Sinclair, Editor, Springer, London/Berlin , Aarau, pp.31-64, 2023
Preparing prospective mathematics teachers (PMTs) to teach with technology has become one of the important concerns facing teacher education programmes. Accordingly, how such programmes can be structured to develop PMTs’ skills and knowledge of technology integration into their instruction is arising as a key question. This chapter details a restructured Practicum course at a Turkish University aiming to orient PMTs’ technology incorporation in mathematics teaching. Specifically, we integrated the Instrumental Orchestration model as a means to identify and analyse the development of PMTs’ teaching practices with the use of the dynamic mathematics software, GeoGebra. The participants were enrolled in a 4-year secondary mathematics education programme at a state university in Turkey. In this study, we employed an action research method that involved the PMTs in a cyclical process of designing technology-based lesson plans through planning, implementing and reflecting. The findings indicated that in the planning process the PMTs’ focus was on setting their objectives and general structure for a plan of action, in which they overlooked exploitation modes of their classroom orchestrations. Through micro-teaching, they started noticing the complexity of using the features of dynamic technology in line with their objectives, requiring them to organise their tasks in a more systematic way that considered lesson objectives, technological actions, prompts and potential students’ responses.