Influences on early-career mathematics’ teachers vision of teaching with technology: a longitudinal study

Abstract

This paper reports on a longitudinal study of mathematics teachers’ development of a vision of teaching with technology where we document professional events and activities that point to continued evolution and devolution of those beliefs. We extend earlier work and ask participants to reflect on the experiences they have had as early career teachers, and how they have influenced their beliefs since graduation. We find that there are significant opportunities for professional learning after graduation, and recommend continued development of graduate-level coursework that is technology-dependent. We also find that the use of Desmos is particularly influential in changing beliefs about the role of technology.