DEVELOPMENT OF PRESERVICE TEACHERS IN LINKING MULTIPLE REPRESENTATIONS VIA TECHNOLOGY

Abstract

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 pre-service teachers' development was scrutinized in terms of their knowledge of and the connections established among the representations. We discuss the educational implications of the study for the design and conduct of successful technology integration programs.