Design Principles for Examining Student Practices in a Technology-Mediated Environment

In this article, we present a set of design principles to guide the development of
instructional materials aimed to support preservice secondary mathematics teachers
(PSMTs) examining student practices in technology-mediated environments. To
develop design principles, we drew on the literature related to technological
pedagogical content knowledge (TPACK; Niess, 2005), video cases as learning objects
(Sherin & van Es, 2005), and professional noticing (Jacobs, et al., 2010). After presenting
the design principles, we share a task created using these design principles. Finally, we
share PSMTs’ reflections about changes in their own understanding after examining
students’ practices. Their responses provide insights into the usefulness of the
design principles for deepening PSMTs’ mathematical knowledge and knowledge
of students’ understanding, thinking, and learning with technology.

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