A model for the conceptual learning of mathematics in a technologically enhanced learning environment for first-year prospective mathematics teachers
This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2009 Conference, August 2009, Ghana. Over the past few years the conceptual mathematical knowledge of mathematics teachers has become a reason for concern (Hill, Schilling & Ball, 2004:11). The fragmented and insufficient nature of the mathematical knowledge of student teachers and in-service teachers, as facilitators of learning and key figures in the transformation of mathematics teaching and learning (Mapolelo, 1999:715), have serious implications for teacher training. Indications are that maths students who are products of the existing school system are not adequately prepared for the scientific and technological community of the 21st century (Matthee & Roode, 1998:1). In order to facilitate conceptual understanding teachers themselves must possess profound mathematical knowledge.