Exploring the role of math applications in preservice teachers’ learning: a narrative inquiry
DOI:
https://doi.org/10.48017/dj.v10i3.3546Keywords:
math application, pre-service teachers, mathematics education, educational technologyAbstract
This study uses a narrative qualitative research design to explore the role of math applications in the learning experiences of preservice mathematics teachers. Data were collected through interviews with 15 preservice mathematics teachers enrolled in a teacher education program in La Union. The study focused on how preservice mathematics teachers made use of these applications, the difficulties they faced, and the possibilities for incorporating such tools into their future professional practices. Findings revealed that participants utilized Geogebra, Photomath, Gauthmath, Mathway, and Khan Academy applications. These tools enhanced their understanding of mathematical concepts through visual representations, interactive simulations, and step-by-step problem-solving. However, participants encountered difficulties such as poor internet connectivity, subscription limitations, and unfamiliar interfaces. Preservice mathematics teachers intended to incorporate these tools into their future teaching to promote student engagement, an interactive environment, and a deeper understanding of mathematics. These findings support integrating educational technology training among preservice mathematics teachers and highlight the role of digital tools in shaping 21st-century mathematics education. The study emphasizes equipping future educators with the necessary competencies to integrate technology into mathematics education effectively.
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