Learning Mathematics for Teaching through Computer-Aided Mathematics Instruction: Preservice Teachers’ Perspective

Technology integration into mathematics teaching and learning has reformed teaching in the twenty-first century. Teaching instruction is important to improve students’ mathematics performances; hence, teachers’ professional trainings are essential to meet the demand. Against this backdrop, this article reports on the perspectives of preservice teachers on learning mathematics for teaching through Computer-Aided Mathematics Instruction (CAMI), which was introduced as part of the professional training at a South African higher education institution. The study adopted the qualitative method, while purposive sampling was used in selecting participants. A total of 230 preservice teachers participated in the training; however, thirty were selected for this study. An open-ended questionnaire was employed for data collection. The findings of the study indicated that CAMI is useful to learn mathematics for teaching purposes. First-year preservice teachers learning through CAMI were motivated and encouraged to learn and build on the new knowledge to teach in the future. Learning through CAMI can improve teaching instruction and preservice teachers’ understandings of the mathematical knowledge, which is needed for quality delivery in the classroom to improve students’ mathematics performances. This study recommends that schools and institutions with mathematics teacher education include CAMI in the curriculum to teach the subject content.