Tech Talk

Tech Talk is an informal blog for AMTE members, curated by our Technology Committee to support mathematics teacher education. Authors' opinions do not constitute official positions of AMTE.

Got an engaging technology resource?

Who: Any member of the AMTE community

What: Write a brief AMTE Tech Talk Blog

When: Now accepting new articles

Where: Submit here

How: Blog posts are typically 500 words

    tech talk blog

David Glassmeyer and Melissa Paurowski

Kennesaw State University 


In this blog post, we (1) describe the technological tool of interactive whiteboards, (2) summarize how interactive whiteboards can be used to teach mathematics in ways aligned with research, (3) overview the top free interactive whiteboard platforms available in Sept. 2021, and (4) explain how we have used digital whiteboards in our work with mathematics teachers and students.

Maria L. Fernandez; Shemail Fatima;

Elizabeth Forde; Jeehyun (Jina) Park

Florida International University

When the COVID-19 pandemic struck in 2020, most, if not all of us, turned to technology as the primary avenue to prepare our teachers. We used Google folders and documents and lots of Zoom and TEAMs. At Florida International University (FIU), it heightened our awareness that well-prepared beginning teachers of mathematics should be ”proficient with tools and technology designed to support mathematical reasoning and sense making, both in doing mathematics themselves and in supporting student learning of mathematics” (AMTE, 2017, p. 11).

Nicholas Kochmanski

Assistant Professor of Mathematics Education, UNC Greensboro


In line with the Association of Mathematics Teacher Educator’s (2017) Standards for Preparing Teachers of Mathematics, a primary goal of most mathematics methods courses is to support pre-service teachers (PSTs) in developing instructional practices that research indicates can support students’ mathematical learning.

Dr. Madelyn W. Colonnese, University of North Carolina Charlotte,

Ms. Julie Bacak, University of North Carolina Charlotte,


Cynthia D. Carson, University of Rochester,

Stephanie Martin, University of Rochester,



Lara Jasien & Sharon Rendon

CPM Educational Program


At AMTE 2021, we presented a session in which we shared our findings on why and how particular socio-technological features support professionalizing shifts in teacher discourse during virtual PD.  Professionalizing discourse (Horn & Kane, 2019) stands in contrast to normalizing discourse (Horn & Little, 2010;

Welcome to the AMTE Tech Talk Blog!  The purpose of the blog is to provide a space for us, the members of AMTE, to share our success stories of technology integration in a variety of environments to see how the different tools are being used and the positive outcomes that resulted in our work with preservice and inservice teachers.  

Dawn Woods, Oakland University,

Photo Credit: James Silvestri


John W. Somers

University of Indianapolis


Given the stay-at-home order and virtually teaching students during the pandemic, I tried to engage my students in mathematical inquiry via Zoom. What does such inquiry look like in an online environment? What research-based practices prove helpful? Below, I share a vignette of what happened in my undergraduate STEM course, and reflect on how I could have improved student learning and engagement through the Question Formulation Technique (QFT).


Problems of Practice

Stephanie Casey, Eastern Michigan University,

Rick Hudson, University of Southern Indiana,

Preservice mathematics teachers should become proficient with using technology tools when doing mathematics as well as when preparing for and supporting students’ learning of mathematics (Association of Mathematics Teacher Educators, 2017). CODAP (Common Online Data Analysis Platform) is a technology tool that can be used for both of these things in the area of statistical data analysis.