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Nurturing Creativity in Future Mathematics Teachers Through Embracing Technology and Failure

  • Marina Milner-BolotinEmail author
Chapter
Part of the Mathematics Education in the Digital Era book series (MEDE, volume 10)

Abstract

This chapter discusses how modern educational technologies open new opportunities for educating creative and engaging mathematics teachers. In particular, the focus is on using technology to engage mathematics teacher-candidates in exploring how technology can facilitate productive mathematical thinking. The chapter emphasizes the need for viewing mathematics learning as a creative, collaborative and constructive process that sometimes is fraught with inevitable challenges and productive failures, and at other times filled with exhilarating discoveries and new insights. The chapter suggests various ways of implementing digital technologies, such as data collection and analysis tools, electronic response systems, PeerWise, computer simulations, dynamic mathematical software, and Collaborative Learning Annotation System in mathematics teacher education courses in order to inspire teacher-candidates to embrace technology-enhanced creative mathematical thinking. In addition, the importance of technology in scaffolding teacher-candidates and consequently mathematics learners in experiencing and overcoming productive mathematics learning failures is emphasized. The challenge of the implementation of these technologies in mathematics teacher education and the opportunities they offer for embracing creative mathematical thinking are also discussed.

Keywords

Educational technology Technology-enhanced collaboration STEM teacher education Student engagement 

Notes

Acknowledgements

The use of educational technologies in the courses described in this chapter became possible thanks to the support of the Teaching and Learning Enhancement Fund and the Faculty of Education at the University of British Columbia. We also would like to thank Davor Egersdorfer (a Teaching and Research Assistant for the project) for his contributions to the project and for providing valuable feedback on this chapter. In addition, we would like to acknowledge the book editors for their valuable, thoughtful and productive feedback on this chapter. Lastly, we would like to express our gratitude to the mathematics and science teacher-candidates at the University of British Columbia for their participation, feedback and encouragement for this project. Their enthusiasm for creative use of technology in mathematics and science education served the continuous motivation and inspiration for us .

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© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of British ColumbiaVancouverCanada

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