About this ebook
The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age is a critical reference source featuring the latest research on the development of educators’ knowledge for the integration of technologies to improve classroom instruction. Investigating emerging pedagogies for preservice and in-service teachers, this publication is ideal for professionals, researchers, and educational designers interested in the implementation of technology in the mathematics classroom.
About the author
Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses on integrating technology in teaching science and mathematics and the knowledge teachers require for integrating technologies in their teaching –TPACK. She has authored multiple peer-reviewed journals and chapters including multiple teacher preparation books. She directed the design, implementation, and evaluation of an online Master of Science program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research from this program explores the effectiveness of social metacognitive constructivist learning trajectory in online graduate coursework. She is an editor of an upcoming IGI Handbook of Research on Teacher Education in the Digital Age. She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE), currently serves as chair for the American Educational Research Association’s SIG-TACTL (Technology as a Change Agent in Teaching and Learning.
Shannon Driskell is a Professor of Mathematics Education in the Department of Mathematics at the University of Dayton. She received her PhD from the University of Virginia after serving as a high school mathematics teacher in Ohio and as a middle school mathematics teacher in North Carolina. She teaches undergraduate and graduate mathematics content courses for preservice and inservice teachers. She has been a member of the Association of Mathematics Teacher Educators (AMTE) technology committee and multiple conference program committees, and served as Program Committee Chair of the AMTE Eighteenth Annual Conference in 2014. Her research focuses on the use of technology to support teaching and learning of mathematics, mathematical content knowledge for teaching, Technological Pedagogical Content Knowledge (TPACK), and teacher professional development.
Karen Hollebrands is Professor of Mathematics Education at North Carolina State University where she teaches undergraduate and graduate courses in mathematics education. Her research focuses on the use of technology in the teaching and learning of mathematics, with a particular emphasis on geometry and dynamic geometry software programs. She has authored multiple peer-reviewed journal articles and book chapters and co-edited several books focused on the use of technology in the teaching and learning of mathematics. For more than ten years, she has received funding to support projects to create and disseminate curricula materials for preparing teachers to teach mathematics with technology. In addition, she has served on and chaired committees for the National Council of Teachers of Mathematics, the Association of Mathematics Teacher Educators, and the Psychology of Mathematics Education - North America Chapter. [Editor]
