Jhih-Cheng Chen｜Professor, Department of Applied Mathematics, National University of Tainan｜g110844004@grad.ntue.edu.tw
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This study combined “Case Study” & “Instructional Design” theory and practice to construct “design-first” and “review-first” teacher education models. The study aimed to nurture 37 preservice teachers having the ability of designing Information technology–integrated mathematics instruction. This study collected and analyzed teaching plans designed by the preservice teachers, video transcription data from meetings, “similar figure” tests writted by the preservice teachers, and teaching video discussions. The results indicated that: Firstly, the information technology integrated in mathematics instructions mostly comes from online resources developed by others, the information technology mostly plays the role of constructing mathematical content knowledge, preservice teachers used information technology with interactive strategy, and the information technology-integrated mathematics instructions mostly suitable for senior students. Secondly, the preservice teachers from the Institute of Technology had beter problem-solving performance than that Institute of Liberal Arts, Education and Management. Thirdly, the preservice teachers proposed more “declarative knowledge” comments than other comments.
Keywords: teacher education models, information technology–integrated mathematics instruction, pre-service teachers