Pre-service teachers learning mathematics using calculators: a failure to connect current and future practice |
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| Institution: | 1. Department of Mathematics, Boise State University, 1910 University Drive, Boise, ID 83725-1555, USA;2. Department of Mathematics Education, Brigham Young University, 255 TMCB, Provo, UT 84602-6520, USA;1. University of Wisconsin–Madison, School of Medicine and Public Health, Department of Surgery, Madison, WI;2. Stanford University, Department of Surgery, Stanford, CA;3. University of Wisconsin–Madison, Wisconsin Center for Education Research, Madison, WI;4. Division of Education, American College of Surgeons, Chicago, IL;1. Technische Universität Ilmenau, Inst. Process Measurement and Sensor Technology, P/O Box 100565, 98684 Ilmenau, Germany;2. Sartorius Weighing Technology GmbH, Göttingen, Germany;1. Lecturer at University Centre North Lindsey, Kingsway, Scunthorpe, DN17 1AJ, United Kingdom;2. School of Health and Social Care, University Centre Grimsby, Grimsby, United Kingdom;3. Academic Registrar at University Centre Grimsby, Grimsby, United Kingdom;1. Department of Radiation Oncology, Thomas Jefferson University, Philadelphia, PA;2. Department of Radiation Oncology, University of Toronto, Toronto, Ontario, Canada;3. Department of Radiation Oncology, McGill University, Montreal, Quebec, Canada;4. Department of Radiation and Cellular Oncology, The University of Chicago, Chicago, IL;1. Dipartimento di Matematica e Applicazioni, Università di Milano–Bicocca, Via Cozzi 53, I-20153, Milano, Italy;2. IMATI CNR, Via Ferrata 1, I-27100 Pavia, Italy;3. Dipartimento di Matematica, Università di Pavia, Via Ferrata 5, I-27100 Pavia, Italy |
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| Abstract: | This study brings to the forefront pre-service teachers’ contrasting views between their own use of calculators and their views of appropriate use of calculators in the elementary school classroom. Using a Heideggerian perspective, this paper describes a course in which pre-service teachers study mathematics in a reform setting but may fail to connect their use of calculators and their views of how their future students could utilize technology in a similar manner. This study also demonstrates that, in contrast to commonly held beliefs about students’ overuse of calculators, most of the pre-service teachers did not rely exclusively on their calculators. |
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