Designing a Technology-Enhanced Curriculum for Preservice Mathematics Teachers: A Practice-Based Reflection

Authors

• Alaa Karem Abd-El-Hafez, SUNY Stony BrookFollow

Submission Category

Practice-Based Article

Abstract

Preparing preservice secondary mathematics teachers in a post-pandemic, AI-driven digital landscape presents unique pedagogical challenges. As a teacher educator and former secondary mathematics teacher, I aim for preservice candidates to harness technology as a vehicle for high-leverage, evidence-based teaching strategies while prioritizing software accessibility and affordability. This practice-based article details the comprehensive redesign of a technology in mathematics education course structured around five modular units and three project-based assessments. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, I articulate the rationale for tool selection, instructional design decisions, and assessment strategies. Ultimately, this course model offers higher education programs an adaptable framework for cultivating digitally fluent educators capable of delivering rigorous, technology-enhanced mathematics instruction while deterring AI-driven academic dishonesty.

License Information

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (CC BY-NC-ND 4.0).

Recommended Citation

Abd-El-Hafez, Alaa Karem (2026) "Designing a Technology-Enhanced Curriculum for Preservice Mathematics Teachers: A Practice-Based Reflection," International Journal of Transformative Teaching and Learning in Higher Education: Vol. 2: Iss. 2, Article 3.
Available at: https://commons.library.stonybrook.edu/ijttl/vol2/iss2/3