Supporting Preservice Teachers’ Professional Judgment around Digital Technology Use: A Case of Mathematics Education
Abstract: The use of technology in mathematics classrooms is becoming more prevalent, and there have been increasing calls nationwide to prepare teachers to use technology to support students’ mathematical development. The purpose of this session is to share a digital technology task created for and implemented in secondary mathematics methods courses across two different institutions. In this session we share the key findings associated with PSTs ability to evaluate digital mathematics through the analytic lens of cognitive fidelity, as described in Smith, Shin and Kim’s (2017) framework. Our findings indicate that the task prompted all PSTs to attend to cognitive fidelity; however, some PSTs only attended to cognitive fidelity at a superficial level. Implications for mathematics teacher educators and teacher educators from other disciplines will be discussed.