Developing a Deeper Understanding of Preservice Teachers' Decision Making in Teaching Mathematics With Educational Digital Resources (Poster 25)

• In Event: AERA Poster Session Fourteen
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session

Abstract

The study investigated twenty-seven preservice teachers’ (PSTs) perspectives about (1) specific features to be considered in decision-making with EDRs and (2) roles/characteristics and purpose/functions of EDRs for students’ mathematical learning. The data indicated that PSTs considered four aspects, instruction, students, EDRs, and teachers in their decision-making of EDRs. The most important EDR characteristic/role for supporting students’ learning was ‘using teaching methods and content that consider diverse learning approaches and learners,’ followed by ‘providing support for enhancing learning opportunities’ and ‘providing constructive feedback’. PSTs believed purpose/functions of EDRs are supporting teacher instruction and improving students’ involvement, learning environment, mathematical competencies, and knowledge/skills with technology. The study extended the meaning of understanding preservice teachers’ decision-making with EDRs through a new lens.

Authors

• Hea-Jin Lee, The Ohio State University - Lima
  Presenting Author

• Chaereen Han, Seoul National University
  Presenting Author