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Pre-Service Mathematics Teachers' Use of Multiple Representations in Technology-Rich Environments

In this paper, we examine the development of pre-service mathematics teachers’ use of
multiple representations during teaching in technology-rich environments. The pre-service
teachers took part in a preparation program aimed at integration of technology into
teaching mathematics. The program was designed on the basis of Technological
Pedagogical Content Knowledge (TPCK) framework; and the mathematical content
chosen for the program was the concept of derivative. The pre-service teachers’
development was scrutinized in terms of their knowledge of representations, of
connections established among the representations, and of the aspects of derivative
emphasized by these connections. On the basis of our analyses we argue that any attempt
to prepare pre-service teachers for effective use of technology in teaching mathematics
needs to explicitly focus on the functions of multiple representations in tandem with the
mathematical content under consideration. We discuss the educational implications of the
study in designing and conducting of the preparation programs related to the successful
integration of technology in teaching mathematics.