Supporting prospective mathematics teachers' planning and teaching technology-based tasks in the context of a practicum course

The introduction of digital technologies into mathematics classrooms requires the creation of suitable technology-based mathematics resources, as well as educating and encouraging teachers to use these resources. This study examines four prospective secondary mathematics teachers' planning and teaching of technology-based mathematical tasks in the scope of a 14-week practicum course within a four-year mathematics education programme in Turkiye. Dynamic Geometry Task Analysis and Instrumental Orchestration frameworks have been chosen as the conceptual basis of the study. Action research to-wards a cyclical process is used to analyse how the incorporation of two frameworks in the process guide or support the development of the prospective teachers' classroom practices with the use of technology. The findings of the study indicate that using the technology specific frameworks in a practicum course was helpful to improve prospective teachers' designing and teaching technology-based tasks. They showed different development, change and evaluation in their tasks based on their teaching experiences through the process.(c) 2022 Elsevier Ltd. All rights reserved