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Students Will Excel If They Are Inspired

It is well-known that the requirement of teachers’ content knowledge in secondary schools (middle or high schools) varies greatly from country to country (see [4] and [5]). It is also debated how much content knowledge a future math teacher should possess before he or she starts teaching. There are states in the U.S. that do not require future middle school teachers to finish the calculus sequence in college; the rationale simply being that middle school teachers do not need to teach calculus. On the other hand, becoming a future math teacher at a secondary school in South Korea virtually requires finishing a B.S. degree in mathematics. In this paper, instead of debating how much is enough, we introduce several examples to demonstrate how technological tools can expand students’ knowledge of mathematics if teachers can properly inspire them. In order to reach this objective, teachers naturally need to have broader content knowledge.