As CITE-Math Editors, Shannon Driskell and Ann Wheeler, we would like to share information about CITE-Math and recent publications.
Contemporary Issues in Technology and Teacher Education–Mathematics (CITE–Math) is an online, open-access publication that provides teacher educators with a forum for sharing best practices about the use of technology in the teaching of mathematics at both preservice and inservice levels. Both research and practitioner manuscripts are welcome and a wide range of formats and approaches to scholarship are accepted in CITE–Math, including qualitative, quantitative, and mixed-methodological research studies; theoretical papers; and innovative teacher education practice papers. CITE-Math welcomes the inclusion of various media in submissions, including applets, color graphics, photographs, and video.
Papers are reviewed using the following criteria: relevance to technology and mathematics teacher education, value or usefulness to field or profession, adequacy of design/accuracy of analysis, literature support, inclusion of appropriate implications for practice and/or policy, and clarity of expression. Please visit the following link for more detail: CITE-Math Review Criteria.
Carrie Lee, Tammy Lee, Daniel Dickerson, Ricky Castles, and Paul Vos are featured in Volume 21, Issue 2: Comparison of Peer-to-Peer and Virtual Simulation Rehearsals in Eliciting Student Thinking Through Number Talks. In this article, they discuss how teacher candidates engaged in rehearsals using the virtual simulation software Mursion® (developed as TeachLivETM) to practice specific teaching episodes before enacting them in the actual classroom. Compared to traditional rehearsals that use peers acting as K-12 students, Mursion® allows teacher candidates to use student avatars in virtual simulations of the classroom context. Using (nonpooled) two-sample t-tests, changes between the control group, who used traditional rehearsals, and the comparison group, who used virtual simulations, were compared. Results illustrate various scenarios of teacher moves with some variations from published research, prompting further research in this area to better understand these nuances.
Allison McCulloch, Keith Leatham, Nina Bailey, Charity Cayton, Kristen Fye, and Jennifer Lovett are also featured in Volume 21, Issue 2: Theoretically Framing the Pedagogy of Learning to Teach Mathematics With Technology. This article reports findings of 17 frameworks that mathematics teacher educators currently use to prepare secondary mathematics teachers to teach with technology. Four categories emerged from these frameworks, including “(a) how students use and learn with technology, (b) the design and evaluation of technology tools and tasks, (c) how teachers use technology, and (d) how teachers learn to use technology.” Frameworks within each category are discussed and implications for mathematics teacher educators are presented, which include a discussion of what is not accounted for in these frameworks.