Proceedings of Society for Information Technology & Teacher Education International Conference , Louisiana, Amerika Birleşik Devletleri, 7 - 10 Nisan 2020, ss.1321-1327
This study aims to determine the important events noticed by pre-service mathematics teachers in a technology-enhanced mathematics lesson and to examine how they analyzed these events. We conducted a case survey study. Eighteen pre-service mathematics teachers in a four-year teacher preparation program watched a technology-enhanced mathematics lesson video on parabolas. They were asked to identify the three most important events in the video. We used van Es and Sherin's (2008) framework of noticing and revised it in the context of technology-enhanced lessons. We discovered technology-related sub-codes (such as technology as an actor and pedagogy of technology as a topic). The findings indicated that participants noticed mathematical thinking and pedagogy more than the pedagogy of technology. They had difficulties in interpreting important events. We will discuss the implications of findings for teacher education in the context of technology integration.